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A Six-Point Plan By UNICEF To Protect Our Children
Global coordination is urgently needed to prevent the COVID-19 crisis from becoming a child-rights crisis.
In the wake of the COVID-19 crisis, governments around the world have mobilized billions of dollars to save their economies. But there is another impending and devastating loss if we do not act: a lost generation of children.
Progress towards the Sustainable Development Goals is slipping backwards, and children continue to pay the steepest price. Without coordinated, global action to prevent, mitigate and respond to the effects of the pandemic, the consequences for children now, and for the future of our shared humanity, will be severe.
This six-point plan proposes a set of practical and concrete actions to reunite the world around a common cause: the realization of the Sustainable Development Goals and the Convention on the Rights of the Child.
To do so, decision-makers must start by listening to children and young people and including them in decision-making. It is they, especially girls; children facing poverty, exclusion, or violence; those with disabilities; children affected or displaced by a humanitarian crisis; and children without parental care, who will live with the impact of this pandemic for decades to come. UNICEF calls for global action to:
1. Ensure all children learn, including by closing the digital divide
At their peak, nationwide school closures disrupted the learning of 91 per cent of students worldwide. Marginalized children suffer the heaviest burden: some 463 million young people were not able to access remote learning during school shutdowns. What’s more, previous shutdowns demonstrate that children who are out of school for extended periods, especially girls, are less likely to return.
UNICEF asks governments and partners to:
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Prioritize the reopening of schools: Take all measures possible to reopen schools safely and keep them open.
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Increase education funding and ensure equal access to quality, violence-free education so every child learns. This will require a focus on the most marginalized children, including girls, children under attack and on the move, children with disabilities, and children living in rural communities or without access to the internet.
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Close the digital divide by connecting all children and young people to the internet by 2030 and reaching 3.5 billion children and young people with safe, quality, accessible and equitable online learning.
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Protect schools and places of learning from attack, and hold perpetrators of these attacks to account.
2. Guarantee access to health and nutrition services and make vaccines affordable and available to every child
A child survival crisis looms, with the children at greatest risk of hunger and disease now seeing their already-fragile health and food systems buckle under the strain of COVID-19. A fragmented and inequitable response to both treating and vaccinating against COVID-19 only risks prolonging the pandemic.
UNICEF asks governments and partners to:
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Urgently ensure the continuity of key health and nutrition services for children and young people – especially routine immunization, prioritizing the hardest to reach.
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Unite to fight the spread of misinformation and build back confidence in routine immunization.
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Collect gender-, age- and disability-disaggregated data on children and young people, including for those who have contracted COVID-19, and invest in research to better understand its impact on their health and well-being.
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Ensure every child and young person has equal and affordable access – regardless of where they live – to COVID-19 diagnostics, therapeutics and vaccines as part of a comprehensive package of essential care.
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Ensure any new funding expands access to other essential health services for children and young people, including by training and supporting health-care workers.
3. Support and protect the mental health of children and young people and bring an end to abuse, gender-based violence, and neglect in childhood
The world is waking up to the extent – and lasting impacts – of child abuse and neglect. But the COVID-19 crisis has only exacerbated violence, exploitation, and abuse as children are cut off from key support services while simultaneously suffering the additional stress placed on families in turmoil. Girls are particularly vulnerable, with child marriage and adolescent pregnancy already on the rise.
UNICEF asks governments and partners to:
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Integrate sustainable child mental health and psychosocial support funding in all global humanitarian responses and commit to increased multi-year funding to better meet the protection needs of children in crisis.
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Prioritize the prevention of and response to gender-based violence in global humanitarian action, increasing funding for gender-specific interventions.
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Invest in gender-sensitive mental health and psychosocial support for children, young people and their caregivers:
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Provide parenting support to all those who need it and strengthen child helplines and other child-focused reporting mechanisms.
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Designate formal and informal social service workers and services – including for gender-based violence, child protection, and sexual and reproductive health services – as essential.
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Invest in gender-sensitive mental health and psychosocial support services for children, adolescents and their caregivers, including through schools, social services and communities.
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4. Increase access to clean water, sanitation and hygiene and address environmental degradation and climate change
COVID-19 may not have been directly caused by climate change, but there are strong linkages pointing to environmental degradation as a common underlying risk factor. Unreliable access to safe water due to changes in climate also limits people’s ability to practise life-saving hygiene measures like handwashing. Our vulnerability to this pandemic has only underscored the risk of not taking immediate action to protect against environmental degradation and climate change.
UNICEF asks governments and partners to:
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Guarantee universal access to clean water and handwashing for children and families through national policies, private sector cooperation, community engagement and behaviour-change initiatives.
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Invest in climate-resilient water, sanitation and hygiene (WASH) services in homes, schools, hospitals and public spaces to make communities better prepared for future pandemics and other shocks.
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Integrate child rights into key national climate change and adaptation strategies, policies and planning documents, including the Nationally Determined Contributions (NDCs) and National Adaptation Plans (NAPs), as well as COVID-19 response and recovery plans and budgets.
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Continue to pursue, implement and monitor climate and environmentally focused targets outlined in the Sustainable Development Goals and the Paris Agreement.
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Teach children and young people about climate change, the environment and responsible and sustainable consumption and production.
5. Reverse the rise in child poverty and ensure an inclusive recovery for all
The economic crisis caused by COVID-19 threatens to hit children the hardest, with the number of children living below their national poverty lines expected to soar by 140 million by the end of the year. Economic crises are often followed by cuts to government spending, including on programmes for children. If the world repeats this pattern in the wake of COVID-19, poverty and deprivation among children will continue to rise, even after the immediate crisis has waned. An inclusive recovery plan is imperative to prevent countless more children from reaching levels of poverty unseen for many years.
UNICEF asks governments to:
Marshal global resources to ensure an inclusive, gender-sensitive recovery, and support national fiscal responses that prioritize children and their families:
- Maintain or increase overseas aid commitments, identifying context-specific new financing options and direct funding to those countries most affected and least able to take on new lending.
- Act on debt relief, including extending current debt service suspension to middle-income countries. Ensure coordinated action covering all creditors to restructure and, where necessary, reduce debt.
- Include investment in key services for children and young people as part of domestic stimulus packages and ring-fence existing spending on the most vulnerable children.
Expand resilient social protection programmes for the most vulnerable children and their families, including cash transfers for every child and child-friendly services like affordable, quality childcare.
6. Redouble efforts to protect and support children and their families living through conflict, disaster and displacement
Even before the pandemic, 2020 was set to see more people than ever in need of humanitarian assistance. COVID-19 has compounded the vulnerabilities of migrant, displaced, and refugee children, as well as those living in crisis-affected countries. And whether the result of active conflict or new pandemic restrictions, it is becoming harder to reach the most vulnerable children with essential and life-saving services. COVID-19 must not become an excuse to divert attention from these children.
UNICEF asks governments to:
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Increase and maintain funding for emergencies to prevent multiple, catastrophic and protracted crises and to save children’s lives, alleviate their suffering and preserve their dignity. In all humanitarian responses, prioritize child rights and child protection, in line with the Core Commitments for Children.
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Ensure immediate and unimpeded humanitarian access.
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End attacks on children and on civilian infrastructure critical for their survival, such as water, sanitation, and health-care facilities and personnel. Hold the perpetrators of these attacks to account.
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Include internally displaced, refugee and migrant children in national systems, policies and plans – starting with COVID-19 recovery and response efforts.
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Fight the virus, not each other. Implement and uphold the United Nations Secretary-General’s call for a global ceasefire.
What is UNICEF doing to support children during COVID-19?
Our response to the coronavirus disease must reimagine a world fit for every child. History has shown that UNICEF, together with partners, has the experience and reach to improve the lives of millions of children and their families. We were there for the post-World War II refugee crisis – and have responded to every natural disaster, armed conflict, famine and disease since.
And we are here now, in 192 countries and territories, working with communities, governments and partners to slow the spread of COVID-19 and minimize the social and economic impacts on children and their families. We are:
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Working with governments, authorities and global health partners to ensure vital supplies and protective equipment reach the most vulnerable communities.
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Prioritizing the delivery of life-saving medicines, nutrition and vaccines, and working closely with governments and logistics networks to mitigate the impact of travel restrictions on the delivery of these supplies – including by supporting the COVAX initiative and preparing for a COVID-19 vaccine.
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Working with partners to urgently distribute water, sanitation and hygiene facilities to the most vulnerable communities.
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Ensuring the continuity of key health and nutrition services – including routine immunization – focusing on the most vulnerable children.
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Distributing vital public health messaging and advice to slow the transmission of the virus and minimize mortality.
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Supporting governments to prioritize schools in their reopening plans and take all possible measures to reopen safely.
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Providing advice and support to parents, caregivers and educators to support home and remote learning, where schools remain closed, and working with partners to design innovative education solutions.
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Working with partners to bridge the digital divide and bring internet connectivity to 3.5 billion children and young people by 2030.
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Providing guidance to employers on how best to support working parents, and designing new social protection solutions that ensure the poorest households can access critical funding.
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Providing peer-to-peer learning and information sharing between children, adolescents and young people to support their mental health and combat stigma, xenophobia and discrimination.
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Working with governments, authorities and other partners to ensure child rights and child protection measures are embedded in the immediate COVID-19 response and longer-term recovery planning.
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Stepping up the work with refugee and migrant children and those affected by conflict to ensure they are protected from COVID-19.
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Supporting meaningful child participation in the development and implementation of programmes responding to COVID-19.
This article was first published on UNICEF.org
In line with the National Education Policy (NEP) 2020 and the Right to Education Act (RTE) 2009, the Directorate of Education (DoE), Government of NCT of Delhi, has issued a directive mandating that children must be 6 years old to gain admission into Class 1 starting from the academic session 2026–27.
This move aligns Delhi’s education system with the restructured 5+3+3+4 school framework introduced in the NEP 2020. Under the revised structure, the foundational stage will now include three years of pre-primary education before Class 1: Nursery (Bal Vatika/Preschool 1) at age 3, Lower KG (Preschool 2) at age 4, and Upper KG (Preschool 3) at age 5. Class 1 will be open to children only upon completion of 6 years of age.
All Heads of Government, Government-Aided, and Recognized Unaided Private Schools have been instructed to adopt this change beginning in the 2026–27 academic session.
By standardising entry age norms, the move aims to promote uniformity and developmentally appropriate learning, ensuring children enter Grade 1 equipped with foundational skills from three years of early childhood education.
In a progressive step towards comprehensive health education, the Tripura government has announced plans to integrate sex education and HIV/AIDS awareness into its school curriculum, Chief Minister Manik Saha confirmed.
According to officials, the curriculum update aims to equip students with accurate knowledge about sexual health, disease prevention, and safe practices—key factors in curbing the prevalence of HIV/AIDS in the state. With around 5,000 active cases reported by late 2024, including a notable infection rate of 0.33% among adults and over 800 student cases, the move is seen as a timely measure.
The new content will be deployed through age-appropriate lessons, Red Ribbon Club activities, and sensitisation drives led by health and education officials. This initiative builds upon previous efforts, such as school- and college-level awareness programs, the involvement of key stakeholders, and information, education, and communication (IEC) campaigns across rural and urban centers.
Chief Minister Saha emphasised the role of educators and community leaders in delivering accurate information and fostering a supportive environment: “Students from school to college level should be made aware of the dangers of this disease,” he remarked earlier.
The curriculum integration aligns with state-level action under the National AIDS Control Programme (NACP). It resonates with India’s broader public health mandate to move HIV/AIDS education from stigma to mainstream schooling. By addressing misconceptions and promoting prevention early, Tripura hopes to protect its youth and reduce dropout rates among vulnerable groups.
In a proud moment for Indian education, four schools from across the country have been named among the top 10 global finalists in the prestigious World’s Best School Prizes 2024, organised by UK-based T4 Education. These awards honour schools that are pushing the boundaries of innovation, inclusion, and community impact — and this year, India has made its presence felt in four out of five categories.
A Snapshot of India’s Global Finalists
From government to private, rural to urban — the diversity of India’s representation this year is striking.
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Government Girls Senior Secondary School, NIT 5, Faridabad (Haryana) – Supporting Healthy Lives
A government-run school is redefining what public education can achieve. By interweaving nutrition, mental health, and physical well-being into its core ethos, the school is transforming the lives of at-risk girls, ensuring that no student is left behind. -
Ekya School, JP Nagar, Bengaluru (Karnataka) – Innovation
Recognised for reimagining learning through a design-thinking framework, Ekya encourages student agency, interdisciplinary inquiry, and real-world problem-solving — a blueprint for future-ready schooling. -
ZP School, Jalindar Nagar, near Pune (Maharashtra) – Community Collaboration
A rural government school that has placed local communities at the heart of education. By building trust and ownership at the grassroots, it has created a model of sustainable, community-driven transformation. -
Delhi Public School, Varanasi (Uttar Pradesh) – Environmental Action
Known for its strong environmental initiatives, DPS Varanasi’s students lead from the front — managing waste, conserving energy, and creating a campus-wide culture of sustainability.
These schools are now among 50 global finalists, selected from thousands of applications worldwide. The shortlist highlights institutions not merely chasing academic results but actively shaping well-being, equity, and systemic reform in education.
What Happens Next
All 50 finalist schools are now competing for the Community Choice Award, determined through an open global vote. Winners across each of the five main categories — Supporting Healthy Lives, Environmental Action, Innovation, Community Collaboration, and Overcoming Adversity — will be announced in October 2024.
The celebration will culminate at the World Schools Summit in Abu Dhabi in November, where global education leaders will convene for a high-impact dialogue on best practices and policy influence.
The Broader Picture
Launched in the wake of the COVID-19 pandemic, the World’s Best School Prizes have rapidly emerged as one of the most influential accolades in global education. Powered by T4 Education, a platform that connects over 200,000 educators worldwide, the awards are more than just recognition — they are a launchpad for schools to amplify their voice, scale impact, and drive systems-level change.
For India, the presence of four unique schools among global changemakers is both a celebration and a reminder — that bold ideas, no matter where they are born, can shape the future of learning.
In a significant move aimed at streamlining school assessments and improving learning outcomes, the Ministry of Education has recommended that seven states—Andhra Pradesh, Assam, Kerala, Manipur, Odisha, Telangana, and West Bengal—adopt a common board for Class 10 and 12 examinations.
The recommendation follows a detailed analysis by the Department of School Education, which found that these states accounted for a staggering 66% of student failures across India last academic year. In total, over 22 lakh students failed Class 10, and 20 lakh failed Class 12 nationally in 2024, highlighting persistent challenges in retention and transition to higher education.
“Not having a common board leads to poor academic outcomes,” said School Education Secretary Sanjay Kumar, stressing that standardisation in assessment, curriculum, and evaluation is key to reversing this trend. “A common board is the way forward for ease of schooling,” he added.
India currently has 66 examination boards, including three national-level boards and 63 state-level ones. However, only 33 of these boards cater to 97% of enrolled students. The rest, often covering smaller student populations, contribute disproportionately to inconsistent academic performance.
The report also placed a renewed focus on the National Institute of Open Schooling (NIOS), especially in high-failure states. While NIOS currently has a stronger presence in Delhi, Rajasthan, and Haryana, the ministry wants to see its footprint expand in the recommended states to engage unsuccessful students and prevent dropouts.
However, the report didn’t just stop at structural issues. It shed light on regional and linguistic disparities in student performance. For instance, students taking exams in Odia and Malayalam consistently outperformed peers writing in Kannada, Telugu, and Assamese. Interestingly, Kerala, with its integrated board system, recorded an astounding pass rate of 99.96%. Odisha and Manipur also showed success rates above 97%.
Meanwhile, Navodaya Vidyalayas (NVs) and Kendriya Vidyalayas (KVs) continue to set benchmarks in academic excellence. The report found that 72% of NV students cleared NEET-UG, with strong showings also reported in engineering entrance exams. NVs, which cater primarily to rural talent, seem to be reinforcing the case for equity in access to quality education.
As conversations around NEP 2020 continue to push for holistic, inclusive, and standardised learning, the Centre’s recommendation serves as both a wake-up call and a window of opportunity. With the right reforms, these states could be on the brink of a transformative shift in student success.
Indian institutions continue their upward momentum on the global academic stage, with IIT Delhi emerging as the country’s top-ranked university in the QS World University Rankings 2026, securing the 123rd spot. It is closely followed by IIT Bombay at 129 and IIT Madras at 180, solidifying India’s footprint in the global top 200. However, no Indian university has yet broken into the top 100.
The latest edition of the QS rankings, released by higher education analysts Quacquarelli Symonds, evaluates over 1,500 universities across more than 100 countries. The rankings serve as a barometer of academic excellence, research output, and global relevance.
At the global level, the Massachusetts Institute of Technology (MIT) retains its crown, scoring a perfect 100. Imperial College London follows in second place (99.4), with Stanford University (98.9), the University of Oxford, and Harvard University rounding out the top five. Institutions from the US and the United Kingdom continue to dominate the upper echelons of the list, though Asia-Pacific universities are making notable gains.
Among the rising performers, Malaysia’s Sunway University recorded the most dramatic leap, climbing 120 places in a single year.
The QS World University Rankings 2026 place increasing emphasis on research impact, global engagement, and sustainability, alongside traditional indicators like academic and employer reputation, faculty-student ratio, and internationalisation.
Despite a vast student population and growing academic ambition, no Indian university has entered the global top 100—a gap that invites reflection. While the steady rise of institutions like IIT Delhi signals progress, it also highlights the need for sustained investment, deeper international collaborations, and a sharper focus on research and innovation. The QS rankings, then, are not just a recognition of how far Indian higher education has come, but also a gentle nudge towards how much further it can go.
The Union Ministry of Education has released the Performance Grading Index for Districts (PGI-D) 2023–24, assessing how states and union territories (UTs) fared across critical school education indicators such as learning outcomes, equity, and infrastructure. The report places Chandigarh at the top, with Delhi and Punjab also emerging as strong performers.
The PGI-D ranks regions across ten performance levels, with Utkarsh being the highest possible grade, awarded to those scoring above 90% of 1,000 total points. However, no state or UT achieved that benchmark this year. Chandigarh was the only unit placed in Prachesta-1, the fifth-highest band, with a score between 701–760 points.
Ten other states and UTs, including Delhi, Punjab, Gujarat, Odisha, Kerala, Dadra and Nagar Haveli, Haryana, Goa, Maharashtra, and Rajasthan, were placed in Prachesta-3—the seventh tier on the index—with scores ranging from 581 to 640.
Meanwhile, Meghalaya stood at the bottom of the list with a score of 417.9, becoming the only state placed in the tenth and lowest category. Mid-performing regions included Tamil Nadu, Puducherry, Karnataka, West Bengal, Andaman and Nicobar Islands, and Himachal Pradesh.
According to officials, the PGI-D is designed to act as a catalyst for system-level improvements, offering comparative data to support evidence-based decision-making. By standardising assessment across a range of domains, the index aims to help districts identify learning gaps, infrastructural deficits, and policy blind spots.
While the top bands remain elusive, the data offers insights into where systemic support and targeted interventions are needed most.
Facing strong backlash, the Maharashtra government has rolled back its earlier decision to make Hindi compulsory as a third language in Marathi and English-medium schools. A revised resolution issued by the School Education Department now offers students the flexibility to choose any other Indian language in place of Hindi for Classes 1 to 5.
According to the corrigendum aligned with the State Curriculum Framework – School Education 2024, Hindi will be the default third language; however, alternatives are permitted if students prefer them. If at least 20 students in a class opt for a different language, a dedicated teacher will be appointed. For fewer than 20 students, the subject will be delivered via online mode.
The updated directive also reiterates that Marathi remains compulsory in all schools, regardless of the medium of instruction. In non-Marathi and non-English medium schools, the three-language formula will include the school’s medium, Marathi, and English.
The language policy for Classes 6 to 10 will continue under the framework of the State Curriculum Framework (SCF) 2023, which aims to enhance multilingual learning while respecting regional and linguistic diversity.
The revision comes after political and public criticism, including opposition from the Maharashtra Navnirman Sena (MNS) and recommendations from the state’s language consultation committee.
In a significant initiative fostering international collaboration and scientific curiosity, the Ministry of Education, Government of India, flagged off 20 school students selected to participate in the Sakura Science Programme 2025. The ceremony was led by Shri Sanjay Kumar, Secretary, Department of School Education & Literacy (DoSEL), alongside senior officials, including Smt. Archana Sharma Awasthi, Joint Secretary, and Prof. Prakash Chandra Agrawal, Joint Director, NCERT.
The Sakura Science Programme, initiated by the Japan Science and Technology Agency (JST), aims to promote youth exchange in science across Asia. India joined the initiative in 2016. Since then, over 600 Indian students have experienced Japan’s technological landscape through this unique programme.
This year’s cohort—comprising 7 boys and 13 girls—represents Jawahar Navodaya Vidyalayas and government schools across remote and diverse regions such as the Andaman & Nicobar Islands, Ladakh, Mizoram, Nagaland, and Tripura. The programme runs from June 15 to 21, 2025, and includes participants from Malaysia, Taiwan, and Ukraine.
Speaking at the event, Shri Sanjay Kumar described the programme as a “golden opportunity to explore a developed nation like Japan,” urging students to fully engage with its potential to inspire innovation and global understanding.
Aligned with the National Education Policy (NEP) 2020, which underscores experiential learning and interdisciplinary exploration, this initiative strengthens India’s vision of holistic, engaging education. Japan—renowned for its technological excellence and rich culture—continues to be a valued partner in shaping the next generation of Indian innovators.
In a renewed push for public health education, the Directorate of Education (DoE), Delhi, has instructed all government and private schools to actively observe June as Anti-Malaria Month, ahead of the monsoon season.
The directive, issued through an official circular on Friday, calls upon heads of government, government-aided, and private unaided recognised schools to implement proactive measures for malaria prevention and awareness. This follows an earlier advisory from April 15 on the control of vector-borne diseases, including dengue and chikungunya.
The circular reiterates the Ministry of Health’s national goal of eliminating malaria by 2030. “June is observed annually as Anti-Malaria Month to raise awareness, promote community participation, and sustain preventive efforts before the onset of monsoon,” the DoE noted.
Schools have been urged to conduct regular inspections to eliminate stagnant water and potential mosquito breeding grounds. The circular recommends that institutions display malaria prevention do’s and don’ts prominently on campus. An annexure with precautionary measures has been provided for this purpose.
The directive further encourages schools to sensitise their staff on the risks and symptoms of vector-borne diseases. It also suggests using social media platforms to disseminate awareness messages, alongside organising health talks and interpersonal communication sessions.
All departments, offices, and educational institutions under the DoE’s purview have been asked to actively participate in the initiative, ensuring a health-conscious start to the academic calendar.
This move underscores the growing role of schools as agents of public health advocacy, empowering students and communities with timely, actionable knowledge.
In a landmark step towards digital equity in education, the Telangana government has signed a Memorandum of Understanding (MoU) with six leading non-profit organisations to provide state-of-the-art, technology-enabled learning completely free of cost to government schools across the State.
The MoU, formalised in the presence of Chief Minister A. Revanth Reddy on Sunday is part of the State’s broader push to ensure inclusive, quality education for underprivileged students. “We are laying the foundation for a knowledge-based future. These partnerships reflect our commitment to ensuring no child is left behind in this digital age,” said the Chief Minister.
The collaborating organisations include EkStep Foundation (led by Nandan Nilekani), Prajwala Foundation (Sunita Krishnan), Physics Wallah (Alakh Pandey), Khan Academy, Pi Jam Foundation (Shoaib Dar), and Educate Girls (Safina Hussain). Each brings a unique offering to the table:
- EkStep will expand its AI-powered multilingual foundational learning platform from 540 to over 5,000 primary schools across all 33 districts.
- Physics Wallah will offer free NEET, JEE, and CLAT coaching to Intermediate-level students.
- Khan Academy will roll out curriculum-aligned STEM video content for Classes 6–10.
- Prajwala Foundation will introduce child safety and protection modules for Classes 6–12.
- Pi Jam Foundation will offer coding and computational thinking courses from Classes 1–10.
- Educate Girls, already active in the State, will continue efforts to boost girl-child enrolment and literacy.
Senior officials, including Government Advisor K. Kesava Rao, Education Secretary Yogita Rana, and School Education Director Narasimha Reddy, were present at the signing, underscoring the administration’s intent to drive systemic change through strategic public–NGO partnerships.
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Education2 months agoIs Your School Following These Mandatory CBSE Committees?
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Education1 month agoCBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
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News3 months ago
CBSE Warns Dummy School Students May Be Barred from Board Exams
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Education2 months agoMaharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
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Education3 months agoSunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
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Education2 months agoChina Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
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Education2 months agoMAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET
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Education2 months agoRewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
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Education3 months ago‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners
