Education
A problem of plenty?
In a country like India, where there are marked differences in society when it comes to accessibility to education, healthcare and much more, companies should invest in projects that aid them to give back to society.
Published
6 years agoon

CSR (Corporate Social Responsibility) gives a strong sense of responsibility to corporates that they have to contribute towards the betterment of society. The funds under the CSR are to be utilised for social development, to improve the living standards of disadvantaged sections of the society. This is normally utilised by non-governmental organisations (NGOs) to improve the health, education, environment, rural development and to empower the youth with skills that can earn them jobs.
In 2018, the unused and unspent portion of mandatory CSR rose to 1,717 crores. The New Companies Act of 2013 mandates that publicly traded companies with Rs.100 crore in annual profit or Rs.500 crore in annual turnover need to give 2 percent of their profits for inclusive social action.
Companies will have to deposit their unused funds meant for corporate social responsibility (CSR) activities to a fund set up by the government for better utilisation of resources for public welfare, according to amendments to the Companies Act approved by the Cabinet on July 17, this year. The proposed amendment requires businesses to transfer the CSR amount allocated in specific years to a dedicated fund set up by the government if the company could not utilise it for three years. This would bring accountability to the CSR activities of businesses.
Ironically, there are a number of NGOs in India who are doing exemplary work in imparting education for all. While many do receive funding, these and other similar initiatives would benefit immensely from the unutilised CSR funding…
- Teach For India: They have a Teach To Lead project that encourages young college graduates and professionals to take up two years of full-time teaching sessions in under-resourced schools. In an effort to provide quality education to all, Teach For India currently works in five main cities of India – Mumbai, Delhi, Pune, Hyderabad, and Chennai and is well equipped with some 700 Fellows who are working towards eradicating the high inequality present in the Indian education system.
- Make A Difference (MAD): Their Ed Support programme ensures children in shelter homes receive the quality of support and one-on-one attention required to bridge learning gaps and enable them to clear class 10 and pursue higher education. Currently, they have 1200 volunteers working hard to teach 4000 children in some of the major cities of India including Mangalore, Chennai, Bangalore, Mysore, Delhi, Dehradun, Kolkata, and Vellore.
- Pratham: Pratham is an innovative learning organisation created to improve the quality of education in India. Established in 1995 to provide education to children in the slums of Mumbai, Pratham has grown in both scope and scale, with programmes today reaching children and youth across the country. As one of the largest non-governmental organisations in the country, Pratham focuses on high-quality, low-cost and replicable interventions to address gaps in the education system. Working directly with children and youth as well as through large-scale collaborations with government systems, Pratham programmes reach millions of lives every year. Pratham's Teaching at the Right Level (TaRL) approach has demonstrated a proven impact on children's learning outcomes and is now being adapted to contexts outside India.
- Navjyoti India Foundation: They have a remedial education programme that prevents vulnerable children from dropping out from mainstream education. Their education model provides holistic development through music, library, art and craft, life skills sessions, exposure trips, health, and hygiene. This is done through a service delivery system of 3S Model of:
Shiksha (Education) – Academic growth is basically loving for constant upgradation in academics and joyful learning. This love is reinforced through “doing” techniques to maintain their interest in education
Sanskaar (Values) – Early giving, sharing, sewa, gratitude, integrity, hard-work, discipline, sharing of joy, confidence building, sensitivity, awareness of the social evils, early awareness of their rights with responsibilities are imparted to strengthen the foundation of the children
Skills – This component enables the youth to identify, promote and enhance their inherent skill which comes so naturally to them, which could as well become a life vocation. The project operates out of the urban areas of Bawana resettlement colony located in North-west part of Delhi and rural areas of Sohna Block, Nayagaon (Gurgaon).
- The Akshaya Patra Foundation: Established in 2000 and headquartered in Bengaluru, the organisation addresses malnutrition and supports the right to education of disadvantaged children. Working on a public-private partnership model, it provides fresh and nutritious meals to children in government and government-aided schools as an implementing agency of the government’s midday meal schemes. Today, TAPF is the world’s largest not for profit run midday meal programme, serving 1.76 million children in 12 states. They aim to feed 5 million children by 2025. They have state of the art kitchens to scale up to their targets and on February 11, 2019, they commemorated the serving of 3 billion meals.
- Bodh Shiksha Samiti: Bodh Shiksha Samiti has evolved from experiences of collective action that helped establish a community school or bodhshala in Jaipur. The school was initiated in 1987 and has motivated India’s ultra-poor communities to transform their villages and slums into centers of educational excellence. It has pioneered the ‘common schools movement in India’, where schools (called Bodhshalas) are built, co-owned and co-managed by, mostly Below Poverty Line communities in areas untouched by the government education system. Its key strength lies in its emphasis on learning from varied community settings and classrooms and holding students, parents, and teachers in a tight loop of accountability and partnership.
Noteworthy CSR projects that support the cause of education
1. Tata Steel Limited
- Nearly 6,500 children who had left their studies or never attended any school were admitted into government schools, under ‘The Thousand Schools Project’. Improving the quality of education in the government schools of Odisha is the focus of The Thousand School Project. It is being implemented in three backward tribal districts i.e. Jajpur, Keonjhar, and Sundargarh.
- Scholarships: SC/ST students coming from economically weak families in Jharkhand and Odisha are given away Jyoti Fellowship, to support their school and college education. Every year nearly 3,000 students are supported through Jyoti Fellowship. Likewise, through Tata Steel Scholars Program, 83 academically bright SC/ST students from low-income families are being supported for pursuing their professional courses from country’s top-notch institutions.
- As marginalised students cannot afford private tuition, the company through Preparatory Coaching helped nearly 5,500 underprivileged school-goers of classes 8, 9 and 10 to hone skills in subjects like English, Mathematics, and Science.
- School drop-out girls in the 9-14 years age group undergo an 11-month bridge course at Camp Schools run by Tata Steel in Pipla (East Singhbhum) and Noamundi (West Singhbhum) and are mainstreamed to formal schools like Kasturba Gandhi Balika Vidyalaya or other Government schools. Over the last 10 years, more than 1,700 girls have completed education at Camp School and been inducted into formal schools.
2. Hero Motocorp Ltd
Hero Motocorp is a big hero indeed when it comes to emphasising education for the girl child.
- Hero is committed to supporting the Beti Bachao Beti Padhao initiative through CSR efforts focused at the girl child. They run a number of efforts for the cause through their ‘Hamari Pari’ initiative and one significant engagement was their association with the 'Selfie with Daughters' initiative of Punjab Kesari. The campaign spreads awareness about gender equality via mass participation of people across India.
- Team Hero runs regular drives to collect books, stationery, and other educational resources and distribute them among needy children. A part of the CSR spends also goes towards buying essential 'interactive' education material for programme beneficiaries like school bags. Employees also participate in this initiative and give their contributions by giving books during their book collection drive which are then given to needy students.
3. HDFC Bank
- Through ‘Katha Lab School’, they aim to provide holistic education to economically deprived children from all age groups. From vocational skills training to computer training to also catering to the needs of the differently-abled children, Katha has undertaken various measures to ensure the overall development of students' personalities. At present, they are engaging 400 beneficiaries in the state of Haryana through this initiative.
- With the intent to bring underprivileged children in mainstream education, they have collaborated with MelJol to introduce financial literacy among students in the states of Bihar and Chhattisgarh. They seek to encourage saving habits along with training them to think rationally and study effectively. At present, they are empowering 30,000 students.
- In the process of a child's education, a pivotal role is played by its educator. Through the Sri Aurobindo Society, they have reached out to train upto 2,00,000 teachers based majorly in rural Uttar Pradesh providing education to 2 crore school students in the state. The teachers were familiarised with the concept of innovation, thereby, encouraging them to implement 'Zero-Investment' innovative practices panning 40,000 schools in Uttar Pradesh.
- In response to the disaster in Jammu & Kashmir, they initiated a school rehabilitation programme in which they successfully renovated and restored close to 13 schools for underprivileged children. The project was completed in two years and impacted over 3000 students.
4. ITC
- Their Primary Education Programme aims to provide children from weaker sections of society in the organisation's factory catchment areas, access to education with a focus on learning outcomes and retention. Operational in 22 districts of 12 States, the programme covered 46,891 children during the year, thus taking the total coverage to nearly 5.60 lakh children. In addition, 162 government primary schools were provided infrastructure support comprising boundary walls, additional classrooms, sanitation units, and furniture, taking the total number of government primary schools covered till date to 1,644. To ensure sustainable operations and maintenance of the infrastructure provided, 351 School Management Committees were strengthened and 397 Child Cabinets and Water and Sanitation (WATSAN) Committees were formed in various schools with the active involvement of students and teachers.
5. Bharti Airtel Limited
- The Satya Bharti School Programme is the flagship initiative of the Bharti Foundation. The rural education initiative provides quality education to underprivileged children, completely free of cost, with a special focus on the girl child. The programme envisions transforming students into educated, confident, responsible and self-reliant employable citizens of India with a deep sense of commitment to their society. The programme’s reach is multi-pronged, encouraging the active involvement of the rural community, parents of students and other organizations working in the field of education in India. The Satya Bharti School Programme is being implemented with the intent to arrive at replicable and scalable components of quality education which may be adopted by the Government and other like-minded organisations. Reaching out to thousands of underprivileged children, the programme, through its focus on holistic development, aims to bring forth a new generation of citizens eager to usher in positive change.
CSR funds utilised in the right way can bring in a huge positive change and bridge the gap between the privileged and underprivileged sections of our society. Luckily, we have a number of organisations working consistently and selflessly towards the cause. Corporates investing in the right projects can result in the upliftment of the weaker sections of society giving them a fair chance at leading a good life. It is quite appalling to note that crores of rupees dedicated to CSR activities are going unused.
In a country like India, where there are marked differences in society when it comes to accessibility to education, healthcare and much more, companies should invest in projects that aid them to give back to society. It is indeed heartening to note that as per the recent law, the unused funds won’t go wasted. However, it is not enough to know that they won’t go wasted. They need to be put to use where they are needed most.
Together, we can bring in the change.
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Education
Education Ministry Launches National Drive for Healthier, Safer Schools
Published
2 days agoon
June 3, 2025
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.
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.
Education
Government School Enrolment Drops Across States, Centre Flags ‘Disturbing Trend’
Published
3 days agoon
June 2, 2025
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.
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.
Education
Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act
Published
3 days agoon
June 2, 2025
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.
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.
Education
PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education
Published
7 days agoon
May 29, 2025
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.
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.
Education
University of Liverpool to Open First International Campus in Bengaluru by 2026
Published
1 week agoon
May 28, 2025
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.
Education
Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul
Published
1 week agoon
May 27, 2025
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
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.
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.
Education
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
Published
1 week agoon
May 26, 2025
In a significant step towards multilingual education, the Central Board of Secondary Education (CBSE) has issued a directive asking all affiliated schools to begin mapping the mother tongues of students from pre-primary to Class 5. The move aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023, both of which advocate for the use of the child’s home language in early education.
In a circular dated May 22, CBSE encouraged schools to adopt the child’s mother tongue—or a familiar regional language referred to as R1—as the medium of instruction, particularly from pre-primary to Class 2. From Classes 3 to 5, students may either continue with R1 or be introduced to a second language (R2) for instruction.
While CBSE has previously recommended the use of mother tongue in classrooms, this circular signals a stronger push, potentially paving the way for it to become compulsory in the future. The Board has advised schools to start aligning their academic content with this change by the end of the summer break, although a flexible timeline has been offered.
The rationale behind this shift is grounded in research: young children grasp concepts better when taught in the language they speak at home. With NEP and NCFSE both promoting concept-based, multilingual learning, CBSE’s decision aims to make foundational education more accessible and meaningful.
To support this transition, schools are required to form NCF implementation committees by the end of May. These teams will oversee language mapping, adapt teaching materials, and coordinate teacher training for multilingual education. Starting in July, schools must also submit monthly progress reports, and academic observers may visit institutions to offer feedback and support.
NCERT has already made textbooks for Classes 1 and 2 available in 22 Indian languages, with higher-grade translations underway. The aim is clear—bring the school closer to the home, linguistically and emotionally, for India’s youngest learners.
Education
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
Published
1 week agoon
May 26, 2025
In a decisive step to protect students from the dangers of tobacco and substance abuse, the Ministry of Education has launched a nationwide enforcement campaign urging all States and Union Territories to make educational institutions completely tobacco- and substance-free zones. The announcement follows the 8th Apex Committee meeting of the Narco-Coordination Centre (NCORD), chaired by the Ministry of Home Affairs, which highlighted the urgent need to safeguard India’s youth.
The Department of School Education and Literacy (DoSEL), through Secretary Sanjay Kumar, has called for strict implementation of the Tobacco-Free Educational Institutions (ToFEI) guidelines. This month-long enforcement drive will begin on May 31, 2025—World No Tobacco Day—and continue until June 26, 2025, which marks the International Day Against Drug Abuse and Illicit Trafficking.
The move comes at a time when rising tobacco use among adolescents has become a growing concern. According to the Global Youth Tobacco Survey (GYTS-2), 2019, over 8.5% of Indian students aged 13–15 use tobacco in some form, and shockingly, 5,500 children in India start using tobacco every day. Studies have shown that tobacco is often a gateway to more dangerous forms of substance abuse, and its easy availability around schools further adds to the challenge.
To combat this, the ToFEI guidelines mandate a comprehensive nine-point action plan for schools and colleges, which includes the display of signage, awareness campaigns, inclusion of tobacco policies in the school code of conduct, and nominating tobacco monitors. However, two key activities that demand immediate support from local authorities are:
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Marking a yellow line 100 yards around all educational institutions to designate them as tobacco-free zones.
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Ensuring no tobacco sales within that 100-yard radius, in line with Section 6(b) of the Cigarettes and Other Tobacco Products Act (COTPA), 2003.
Local enforcement agencies have been urged to work with school authorities to implement these measures on the ground. A previous advisory from the Ministry of Home Affairs in November 2024 had already reinforced the need for strict action on these fronts.
The Ministry has also appealed for the involvement of teachers, parents, and School Management Committees (SMCs) in creating safer environments for students. Schools are encouraged to report any violations to the local police and help enforce the guidelines without fear of repercussions. States have been advised to develop a Standard Operating Procedure (SOP) to facilitate this process.
To raise awareness, the Ministry has launched the ‘World No Tobacco Day Awareness Quiz – 2025’ on the MyGov platform. Open from May 22 to July 21, the quiz is aimed at students, educators, and the general public to educate them about the dangers of tobacco in an engaging and informative way.
Link: https://quiz.mygov.in/quiz/world-no-tobacco-day-awareness-quiz/
As India strives to harness its youthful demographic for a healthier and brighter future, the Ministry’s campaign is a call to action—urging all stakeholders to come together and make educational spaces truly safe, healthy, and drug-free.
Education
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
Published
2 weeks agoon
May 22, 2025
When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.
Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.
And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.
The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.
For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.
Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.
This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.
Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.
Education
Kerala Reimagines Schooling: Social Awareness Over Syllabi in Bold New Reforms
Published
2 weeks agoon
May 22, 2025
Kerala’s Department of Public Education is steering its schools in a direction few others in the country have ventured. With a growing emphasis on emotional well-being, civic sense, and digital discipline, the state has announced a series of reforms that aim to reframe the purpose and process of schooling in the 2025–26 academic year.
The most striking of these changes is the introduction of a two-week social awareness programme at the beginning of the school year for students from Classes 1 to 10, starting June 2. Higher secondary students will take part in a shorter version of the initiative from July 18. In this period, traditional textbooks will be set aside in favour of sessions that explore topics like drug abuse prevention, responsible social behaviour, emotional regulation, hygiene, gender sensitivity, and legal awareness.
The programme was designed in consultation with experts from the Police Department, Social Justice Ministry, Child Rights Commission, SCERT, and others, ensuring that content is both relevant and age-appropriate. Arts and sports will also be given space during this period, further promoting a holistic approach to education.
In addition to curriculum shifts, the department has issued a directive asking teachers not to create or share reels and videos on social media platforms during school hours. This move comes in light of growing concerns about distractions and the professional image of educators in the digital age.
These reforms reflect a deeper philosophical shift. Education Minister V Sivankutty’s vision seems to be one where schooling is not only about academic advancement but also about nurturing responsible, resilient individuals. While some critics may question the timing or implementation capacity of these reforms, the global education landscape suggests Kerala may be on the right track. Countries like Finland and New Zealand have already incorporated social-emotional learning and life skills into their core curricula, recognising that academic performance alone does not prepare students for an unpredictable world.
Are these reforms necessary? Given rising cases of student stress, substance abuse, and digital addiction, the answer may well be yes. By introducing these changes early in the academic calendar, Kerala is making a case for front-loading empathy, awareness, and life-readiness—concepts that are increasingly critical but often delayed in traditional schooling.
Whether this is a bold experiment or the beginning of a national shift remains to be seen. But there’s little doubt that other states will be watching closely.
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