News
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:
-
Prioritize the reopening of schools: Take all measures possible to reopen schools safely and keep them open.
-
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.
-
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.
-
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:
-
Urgently ensure the continuity of key health and nutrition services for children and young people – especially routine immunization, prioritizing the hardest to reach.
-
Unite to fight the spread of misinformation and build back confidence in routine immunization.
-
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.
-
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.
-
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:
-
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.
-
Prioritize the prevention of and response to gender-based violence in global humanitarian action, increasing funding for gender-specific interventions.
-
Invest in gender-sensitive mental health and psychosocial support for children, young people and their caregivers:
-
Provide parenting support to all those who need it and strengthen child helplines and other child-focused reporting mechanisms.
-
Designate formal and informal social service workers and services – including for gender-based violence, child protection, and sexual and reproductive health services – as essential.
-
Invest in gender-sensitive mental health and psychosocial support services for children, adolescents and their caregivers, including through schools, social services and communities.
-
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:
-
Guarantee universal access to clean water and handwashing for children and families through national policies, private sector cooperation, community engagement and behaviour-change initiatives.
-
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.
-
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.
-
Continue to pursue, implement and monitor climate and environmentally focused targets outlined in the Sustainable Development Goals and the Paris Agreement.
-
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:
-
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.
-
Ensure immediate and unimpeded humanitarian access.
-
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.
-
Include internally displaced, refugee and migrant children in national systems, policies and plans – starting with COVID-19 recovery and response efforts.
-
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:
-
Working with governments, authorities and global health partners to ensure vital supplies and protective equipment reach the most vulnerable communities.
-
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.
-
Working with partners to urgently distribute water, sanitation and hygiene facilities to the most vulnerable communities.
-
Ensuring the continuity of key health and nutrition services – including routine immunization – focusing on the most vulnerable children.
-
Distributing vital public health messaging and advice to slow the transmission of the virus and minimize mortality.
-
Supporting governments to prioritize schools in their reopening plans and take all possible measures to reopen safely.
-
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.
-
Working with partners to bridge the digital divide and bring internet connectivity to 3.5 billion children and young people by 2030.
-
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.
-
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.
-
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.
-
Stepping up the work with refugee and migrant children and those affected by conflict to ensure they are protected from COVID-19.
-
Supporting meaningful child participation in the development and implementation of programmes responding to COVID-19.
How classroom experiences are being reshaped through projects, inquiry, and authentic learning
As the classroom grows beyond the boundaries of textbooks and blackboards, so too does the role of the teacher, and the very meaning of learning. Project-Based Learning (PBL), once considered a niche innovation, is increasingly being embraced by educators across schools in India. But what happens when PBL moves from theory to practice?
To answer this, we turned to the people at the heart of the learning experience: teachers.
In conversations with educators from diverse school contexts, one theme was clear: PBL is not just a teaching strategy; it’s a transformation in how students learn, engage, and grow.
From Worksheets to Real-World Work: How PBL Differs from Traditional Homework
One of the clearest contrasts teachers observed was how PBL moves learning from repetition to relevance. Traditional homework often reinforces information through rote exercises. PBL, by contrast, asks students to apply their knowledge to solve problems, create products, or investigate issues that matter to them.
One teacher shared how using PBL to raise student awareness about water pollution was a hit in the class. Instead of just assigning problems, the students were made to create awareness posters, conduct surveys in their neighbourhood, and suggest solutions through group presentations. The teacher also noted how the students took the lead, and had an ownership over this project that they usually don’t showcase.
The shift from repetition to application fosters deeper engagement. Several teachers noted that students who previously struggled to stay motivated with homework showed renewed interest when asked to take on real-world challenges.
Changing Roles: Teachers as Facilitators, Not Just Instructors
Project-Based Learning also changes the role of the teacher, who went from being the sole source of knowledge to a guide who supports inquiry and exploration.
One common change teachers noticed was on how they had to let go of control in the classroom. Naturally, the students now had to work on projects on their own, and could only come to the teacher for guidance and help. The teachers noted that they helped their students ask the right questions, find credible sources, and evaluate their work, instead of completely placing the burden of learning on the teacher themselves.
This change isn’t always easy. It requires a shift in mindset and in many cases, rethinking how time is used in class. But most teachers agree: the shift is worth it. PBL has encouraged interdisciplinary approaches, made space for collaborative learning, and created more meaningful student-teacher interactions.
Unlocking Student Potential: What PBL Offers Beyond Academics
Academic performance remains important, but a lot of teachers repeatedly pointed out that PBL nurtures a broader set of skills, like critical thinking, collaboration, communication, and creativity. One teacher particularly noted on how their quietest students became ‘leaders’, and became outspoken when it came to presenting their ideas and projects. While not directly, PBL helped these students find their voices, and find confidence in their effort and abilities.
Students learn to manage time, negotiate roles, and solve problems, skills that aren’t always reflected in exam scores but are vital for life beyond school. For many teachers, the most rewarding aspect of PBL was watching students take initiative, work through failure, and reflect on their learning.
Widening the Circle: Strategies for Scaling PBL in More Classrooms
While the benefits are clear, teachers acknowledged that implementing PBL at a large scale comes with challenges, like limited time, rigid curriculum structures, and unfamiliarity among teachers.
They offered a few practical suggestions for schools and educators considering wider adoption:
- Start Small and Build Confidence: Starting with short projects aligned to the unit you are already teaching introduces PBL in an easy manner. This way, teachers do not have to worry about overhauling their curriculum, or for making huge changes to their current teaching methods.
- Encourage Collaboration Among Teachers: Joint planning across subjects makes projects richer and more integrated. This also promotes interdisciplinary skills among students, and allows them to craft solutions using different subjects and skillsets.
- Make Time for Reflection: Embedding opportunities for students to present, critique, and reflect helps solidify learning. By reflecting on their projects and mistakes, they can understand how they can improve their approach to PBL.
- Support Professional Development: Teachers emphasized the need for ongoing training, not just one-off workshops but long-term spaces for peer sharing and mentorship. This continuous development would cement and solidify the methods and outcomes that will maximise using PBL for student benefits
Looking Ahead: Redefining Success in Education
PBL challenges traditional ideas of what learning looks like. It pushes students to move beyond memorization, and it challenges teachers to rethink their methods. But more than anything, it opens up the classroom to ideas, to communities, and to possibilities. No longer are students just preparing for exams, but also for the complex world outside school.
As educators continue to navigate the changing landscape of education, the insights from teachers point us toward a hopeful future, where learning is meaningful, relevant, and rooted in real-world experience.
This article is authored by Mrs. Padmashini M Patro, Principal, Air Force School Bamrauli
India’s education system continues to face a complex challenge — the prevalence of single-teacher schools. According to the Ministry of Education’s data for the 2024–25 academic year, more than 1,04,000 schools across the country are operated by just one teacher, collectively catering to over 33.7 lakh students. This translates to an average of 34 students per school, highlighting a pressing gap in teacher availability despite ongoing reforms under the Right to Education Act (RTE).
The data, reported by The Indian Express, shows that Andhra Pradesh leads the country with 12,912 single-teacher schools, followed by Uttar Pradesh (9,508), Jharkhand (9,172), Maharashtra (8,152), and Karnataka (7,349). Smaller regions such as Lakshadweep and Madhya Pradesh each report 7,217 such schools. In stark contrast, Delhi has only nine, while Puducherry, Ladakh, Dadra and Nagar Haveli and Daman and Diu, and Chandigarh report none.
In terms of student enrolment, Uttar Pradesh again tops the list with 6.24 lakh students, followed by Jharkhand (4.36 lakh), West Bengal (2.35 lakh), Madhya Pradesh (2.29 lakh), and Karnataka (2.23 lakh). The data also revealed wide disparities in the average number of students per single-teacher school. While Chandigarh (1,222 students) and Delhi (808 students) reported high averages, remote and hilly regions like Ladakh (59), Mizoram (70), and Meghalaya (73) reported much smaller class sizes.
Officials from the Ministry noted that while the total number of single-teacher schools has decreased from 1,18,190 in 2022–23 to 1,10,971 in 2023–24, the situation still calls for urgent intervention. The reduction, roughly six per cent year-on-year, has been achieved through a process of school mergers and rationalisation—a policy aimed at consolidating under-enrolled schools and redeploying teachers more efficiently.
A senior ministry official explained, “Single-teacher schools hinder the teaching-learning process. Efforts are being made to redeploy teachers from schools with zero student enrolment to single-teacher schools to ensure optimal teacher availability.” The official also added that states are working to maintain the RTE-mandated pupil-teacher ratio of 30:1 in primary schools and 35:1 in upper primary levels, though challenges persist in rural and remote areas.
As India works toward achieving the goals of Viksit Bharat 2047, addressing such foundational gaps in human resources remains crucial. Ensuring that every classroom has an adequate number of qualified teachers is not just a logistical challenge—it is central to improving learning outcomes and restoring balance to the public education system.
(With PTI inputs)
Education
Over 3 Lakh Schools Join Hands for India’s Largest-Ever Innovation Challenge: Viksit Bharat Buildathon 2025
In a historic moment for Indian education, more than 3 lakh schools across the country came together to participate in the Viksit Bharat Buildathon (VBB) 2025, the largest live school innovation challenge ever organised in India. The nationwide event was inaugurated in New Delhi by Union Education Minister Dharmendra Pradhan, marking a significant milestone in the Government’s efforts to embed creativity, innovation, and problem-solving into the school ecosystem.
The Viksit Bharat Buildathon, organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission (AIM), NITI Aayog, and AICTE, saw over one crore students from Classes 6 to 12 working simultaneously during a 120-minute live innovation session. Students teamed up in groups of three to five to design prototypes and propose solutions under four themes — Atmanirbhar Bharat, Swadeshi, Vocal for Local, and Samriddhi.
While inaugurating the event, Minister Pradhan interacted virtually with students of PM SHRI Government High School, Khorda, Odisha, and later visited Delhi Public School, Mathura Road, and Kendriya Vidyalaya No. 2, Delhi Cantt. Commending students for their creativity, he said, “The vision of Viksit Bharat will be realised through the innovative spirit of our young learners. These ideas will not only address domestic challenges but also create global models for change.”
The event drew widespread participation, with Uttar Pradesh leading the numbers (78,206 schools), followed by Maharashtra (41,198), Gujarat (20,017), and Madhya Pradesh (18,129). Other states like Tamil Nadu (16,370), Bihar (15,732), Odisha (12,344), and Haryana (11,567) also recorded impressive engagement, showing the growing momentum for grassroots innovation across regions. Even smaller territories like Ladakh (358), Puducherry (149), and Andaman & Nicobar Islands (171) participated actively, reflecting the nationwide reach of the initiative.
According to Sanjay Kumar, Secretary, DoSEL, this unprecedented participation signals a transformation in how Indian students approach learning. “This one-of-a-kind movement strengthens innovative thinking and enhances the problem-solving capabilities of students across India,” he said. Deepak Bagla, Mission Director of AIM, called the initiative a “mass movement connecting schools in remote villages with those in metropolitan cities through innovation.”
A New Chapter for Indian Education
The Viksit Bharat Buildathon signifies more than just a hackathon — it reflects a systemic shift in Indian education towards experiential and innovation-led learning. As schools across the country engage in design thinking, tinkering, and collaboration, students are being equipped not just with knowledge, but with the mindset and skills needed to build a self-reliant India.
By nurturing creativity from an early age and fostering partnerships between schools, government bodies, and industry, the Buildathon is shaping a generation ready to contribute to the vision of Viksit Bharat 2047 — a developed, empowered, and innovation-driven India.
At just 17, Singapore-based student Ameya Meattle is proving that age is no barrier to impact. What began as a small idea to make education more accessible has evolved into a mission that is transforming how visually impaired learners experience learning and skill development.
Ameya founded Earth First at the age of 14 — a social enterprise that helps visually impaired individuals “earn and learn” by creating sustainable, eco-friendly products. Working with eight NGOs across India and Singapore, the initiative has trained more than 100 visually impaired students and launched over 23 sustainable product lines, from tote bags and jute placemats to macramé planters. Each design is adapted to provide hands-on learning opportunities and help trainees gain confidence in both craft and enterprise.
Beyond social entrepreneurship, Ameya has focused deeply on education and technology. He led a Python programming course for 50 visually impaired students, designing custom training modules that made coding accessible through screen readers and tactile tools. By introducing technology as a viable career pathway, Ameya hopes to help students move from manual tasks to high-skill, digital opportunities.
His work also extends into assistive technology research. Under the mentorship of Dr. Pawan Sinha at MIT, Ameya developed a VR-based diagnostic game to assess visual acuity in children — turning the process into an interactive experience rather than a clinical test. The tool is being piloted at MIT’s Sinha Lab and with Project Prakash in India, helping doctors evaluate and track visual development before and after eye surgeries.
In addition, during his internship at the Assistech Lab at IIT Delhi, Ameya worked on designing tactile STEM teaching aids, such as accessible periodic tables and coding tutorials for visually impaired learners. His goal, he says, is not just to innovate but to make scientific learning inclusive and joyful for all.
Ameya’s work highlights how education, empathy, and innovation can intersect to create a more equitable future — one where technology serves not just progress, but people.
Education
Ministry of Education Urges Schools to Adopt UPI for Digital Fee Payments, Promoting Ease of Schooling
In a move to strengthen the Government’s Digital India vision, the Ministry of Education has urged schools across India to integrate Unified Payments Interface (UPI) and other digital payment systems for fee collection and administrative transactions. The directive, issued by the Department of School Education and Literacy (DoSEL), is part of broader reforms aimed at promoting Ease of Schooling and improving transparency in educational administration.
The Ministry has written to all States, Union Territories, and autonomous educational bodies — including NCERT, CBSE, Kendriya Vidyalaya Sangathan (KVS), and Navodaya Vidyalaya Samiti (NVS) — encouraging them to adopt digital payment mechanisms such as UPI, mobile wallets, and net banking for collecting school admission, examination, and other fees.
The transition from cash-based to digital transactions, the Ministry said, will significantly reduce administrative burden while improving efficiency, security, and accessibility. For parents and students, this means being able to make school payments directly from their phones without the need to physically visit schools or handle cash.
According to the Ministry, integrating digital payments in schools will not only simplify fee submissions but also promote financial literacy among students and families. By making digital transactions a part of everyday life, schools can play a key role in familiarising future citizens with the country’s growing digital economy.
The initiative aligns with India’s larger goal of becoming a digitally empowered, inclusive, and transparent society by 2047 under the vision of Viksit Bharat. It also complements the government’s push toward Digital Transformation in Education, ensuring administrative systems are modern, accountable, and user-friendly.
By encouraging UPI integration, the Ministry is promoting a more efficient and transparent school ecosystem — one where technology reduces red tape, supports better governance, and enhances convenience for families. This initiative represents not just a financial reform but a cultural shift toward digital readiness in India’s school education system.
Education
Supreme Court Calls for Early Sex Education in Schools: “Not from Class IX, But from a Younger Age”
In a landmark observation, the Supreme Court of India has emphasised the urgent need to introduce sex education at a younger age, rather than waiting until Class IX as is the current norm. The apex court stated that children should be informed and sensitised about the physical and emotional changes that accompany puberty — and taught the necessary care and caution that come with it.
The observation came from a Bench comprising Justice Sanjay Kumar and Justice Alok Aradhe, which noted that the absence of early sex education leaves children vulnerable to misinformation and misunderstanding during their formative years.
“Sex education should be provided to children from a younger age and not Class IX onwards. It is for the authorities concerned to apply their mind and take corrective measures so that children are informed of the changes that happen after puberty,” the court stated.
The Bench made the remarks while hearing an appeal filed by a 15-year-old boy, who had been denied bail by the Allahabad High Court in a case under Sections 376 and 506 of the Indian Penal Code (IPC) and Section 6 of the Protection of Children from Sexual Offences (POCSO) Act. Recognising that the accused was himself a minor, the Supreme Court had earlier granted him bail in September 2025.
In the same case, the Court had directed the Government of Uttar Pradesh to submit an affidavit explaining how sex education is currently implemented in schools. The state responded that sex education is introduced only in Classes IX to XII, following NCERT guidelines. However, the Bench expressed concern over this delayed introduction and urged policymakers to revisit the framework to ensure children receive age-appropriate education much earlier.
The Court set aside the High Court’s order and made the juvenile’s bail permanent until the completion of the trial. More importantly, its remarks have reignited the national debate on the need for comprehensive sexuality education in India, which many experts argue is crucial to preventing abuse, reducing stigma, and promoting healthy development among adolescents.
Education experts have long maintained that early, factual, and inclusive discussions about puberty, consent, and emotional health must begin before adolescence — ideally in primary school — to prepare children for real-world experiences and relationships. The Supreme Court’s observation is expected to prompt renewed policy discussions on revising the sex education curriculum nationwide.
The Delhi government has introduced a new online training programme designed to equip teachers with essential first aid skills to respond effectively during health emergencies in schools.
According to a circular issued by the State Council of Educational Research and Training (SCERT), the course — titled “First Aid – To Improve Human Reaction in Challenging Health Situations” — will be conducted under the Massive Open Online Course (MOOC) format. The training is mandatory for all teachers and will run from October 9 to October 19, 2025.
The initiative aims to increase awareness about the importance of readiness in medical emergencies and the role of first aid in saving lives. It will also educate teachers on maintaining functional first aid kits in classrooms and demonstrate practical methods for administering care in real-life situations.
Teachers must achieve at least 70 per cent in each assessment to complete the course successfully. Upon completion, participants will receive certificates, which can be downloaded directly from the platform.
By introducing this online training, the Delhi government seeks to build a culture of preparedness and safety across schools. With thousands of teachers gaining basic emergency response skills, the initiative is expected to significantly improve the ability of schools to manage sudden health crises and ensure student well-being.
The Atal Innovation Mission (AIM), NITI Aayog, and the Indo-French Chamber of Commerce & Industry (IFCCI) have signed a Statement of Intent (SoI) to strengthen and expand the Atal Tinkering Labs (ATLs) network across India. The agreement, formalised at the French Embassy in New Delhi during IFCCI’s 3rd CSR Connect Day 2025, marks a significant step in fostering STEM education, digital literacy, and innovation among school students.
The event was attended by H.E. Thierry Mathou, Ambassador of France to India, who praised the partnership for deepening Indo-French collaboration in social development. He highlighted that 2026 will mark the India–France Year of Innovation, encouraging businesses from both nations to invest in sustainable, community-driven impact initiatives through Corporate Social Responsibility (CSR).
Through this partnership, IFCCI and AIM aim to mobilise CSR contributions from French and Indian companies to improve infrastructure, enhance hands-on learning experiences, and bridge the gap between industry and education. IFCCI, which has already executed over 86 CSR projects benefiting more than 15,000 people across India, will leverage its network to support ATL expansion, particularly in underserved schools.
Mission Director of AIM, Deepak Bagla, noted that over 11 million students have already benefitted from the ATL initiative, which he called “one of the world’s largest grassroots innovation programs.” He said, “From the northernmost village school to the southernmost, innovation is thriving everywhere. The real story lies not in the scale, but in the creativity of the ideas students are building.”
A Shared Vision for Inclusive Innovation
The collaboration aims to make innovation accessible to all students by promoting digital tools, teacher training, and student challenges that inspire curiosity and problem-solving. IFCCI Director General Payal S. Kanwar added, “This partnership is a step forward in empowering youth with 21st-century skills. We aim to bridge the gap between industry and education and make innovation accessible to every student, especially in underserved regions.”
However, as the Atal Tinkering Labs expand, addressing operational challenges remains crucial. Reports by UNICEF and The New Indian Express underscore that access to digital tools alone cannot guarantee innovation without inclusive design, mentorship, and ethical technology use. UNICEF’s SPARK Labs model, which links creativity with social change, offers a useful reference — encouraging schools to blend innovation with empathy, inclusion, and purpose.
Challenges and Areas for Improvement
Despite the ATL program’s remarkable reach, a 2023 assessment highlighted several gaps. Nearly 58% of ATL teachers lack a STEM background or structured training, resulting in inconsistent mentorship. In many schools, ATL sessions are not integrated into the timetable, limiting daily engagement. Moreover, less than 10% of schools report active student participation due to limited guidance and parental scepticism about its academic value.
Operational hurdles like irregular funding, defective equipment, and poor monitoring systems have also hindered consistent performance. Some schools struggle to maintain labs once initial grants are exhausted, while others lack a mechanism to track outcomes effectively.
The Way Forward
For the AIM–IFCCI partnership to achieve its full potential, a few key steps can strengthen impact:
-
Teacher Capacity Building: Introduce regular certification-based training programs, preferably in collaboration with universities and tech firms.
-
Curriculum Integration: Embed ATL projects within school timetables and link them with existing subjects like science and mathematics.
-
Mentorship Networks: Connect schools with local innovators, start-ups, and CSR professionals for year-round engagement.
-
Monitoring Systems: Deploy digital dashboards to track participation, tool usage, and project outcomes for better transparency.
-
Community Awareness: Conduct parent and community outreach sessions to showcase how tinkering enhances academic learning and future employability.
If executed effectively, this Indo-French collaboration can redefine India’s innovation ecosystem by turning every school into a space where curiosity meets creation. The challenge now lies in ensuring that every student, regardless of background, not only has access to a lab but also the guidance and confidence to build something meaningful within it.
The Ministry of Education’s Department of School Education and Literacy (DoSEL) has joined the Government of India’s Special Campaign 5.0, running from 2nd to 31st October 2025. The campaign focuses on institutionalising cleanliness (Swachhata), improving efficiency in governance, and enhancing the physical environment of schools across India.
A key goal of the campaign is to ensure that schools provide a clean, safe, and engaging atmosphere for students. States and Union Territories have been encouraged to carry out whitewashing, repainting, and minor repairs such as maintaining functional toilets, fixing flooring, and replastering walls. Refurbishing name boards, reclaiming unused spaces, and improving campus aesthetics are also part of the drive.
To make school environments more vibrant, schools are being encouraged to create murals and wall art inspired by traditional Indian art forms such as Madhubani, Kalamkari, and Warli. These creative efforts will not only beautify campuses but also serve as Building as Learning Aid (BaLA) resources, helping students connect with India’s cultural heritage.
Community involvement forms a central part of Special Campaign 5.0. The Ministry is encouraging schools to involve alumni and local communities through the Vidyanjali platform — a DoSEL initiative that connects volunteers and supporters with government and aided schools. Panchayati Raj Institutions are also being engaged to help local schools upgrade and maintain their infrastructure.
Beyond school-level improvements, the campaign also aims to enhance efficiency in governance. Government offices are reviewing, categorising, and clearing obsolete physical and digital records, while systematically indexing and digitising important files. This process is expected to declutter offices, optimise space, and improve workflow management.
The Department of School Education and Literacy is coordinating with all stakeholders to make cleanliness, participation, and efficiency integral to school operations. The Ministry envisions the campaign as a step towards creating cleaner campuses, more efficient systems, and a stronger sense of ownership within the education ecosystem.
The National Council of Educational Research and Training (NCERT) has launched a new educational module titled ‘Swadeshi’, aiming to instil the values of self-reliance and national pride among school students. The initiative aligns with the vision of building an Atmanirbhar Bharat and draws inspiration from Prime Minister Narendra Modi’s address on the 79th Independence Day.
The Swadeshi Module highlights the broader meaning of self-reliance, extending beyond trade and economics to include confidence, innovation, and national capability. It recalls the Prime Minister’s message that self-reliance is directly linked to a nation’s strength and ability to progress, emphasising that a decline in self-reliance can lead to a loss of capability and confidence.
Tracing its roots to India’s freedom struggle, the module revisits the 1905 Bengal Partition, when Indians boycotted British goods and turned towards indigenous products. It portrays the Swadeshi movement as both an act of resistance and a creative force that gave rise to Indian industries and enterprises.
According to NCERT, the new module encourages students to see Swadeshi not just as a historical concept but as a living philosophy that continues to shape India’s modern identity. It connects the values of the freedom movement with today’s national initiatives such as Make in India, Start-up India, Digital India, Vocal for Local, and Atmanirbhar Bharat. Each of these programmes, the module explains, reinforces India’s pursuit of self-reliance through innovation, entrepreneurship, and local production.
By introducing this module, NCERT aims to nurture a generation of students who understand the importance of creating, producing, and innovating within India, fostering both self-belief and collective national responsibility.
Beyond the Syllabus: School Teachers’ Insights on Project-Based Learning
Over 1 Lakh Single-Teacher Schools Educate 33 Lakh Students Across India: MoE Data
Over 3 Lakh Schools Join Hands for India’s Largest-Ever Innovation Challenge: Viksit Bharat Buildathon 2025
17-year-old Innovator Designs Learning Tools for the Visually Impaired
Empowering Young People to Champion Neuro-Inclusion
Ministry of Education Urges Schools to Adopt UPI for Digital Fee Payments, Promoting Ease of Schooling
Supreme Court Calls for Early Sex Education in Schools: “Not from Class IX, But from a Younger Age”
Delhi Government Launches Online First Aid Training Programme for Teachers
Atal Innovation Mission and IFCCI Join Hands to Scale Up Atal Tinkering Labs Across India
Ministry of Education to Promote Clean and Vibrant School Environments
NCERT Introduces ‘Swadeshi Module’ to Foster Self-Reliance and Indian Values in Schools
Class 11 Student Navya Mrig on a Mission to Bust Myths About Organ Donation
India Loves its Teachers, Just Not Enough to Pay Them: India Today Reports
NCERT to Grant Equivalence to Class 10 and 12 Certificates Across Boards for Admissions and Jobs
Government Plans to Introduce Skill-Based Learning in Class 11 and 12 Curriculum
Maharashtra Education Department Plans Students’ Tour to NASA
Ministry of Education launches Viksit Bharat Buildathon 2025 to Ignite Innovation among School Students
What Nepal’s Gen Z Protests Teach Us About Education, Civic Sense, and Media Literacy
UK and US Tighten Student Visas: What Indian Schools and Students Must Know
Kidspreneurship Appoints Kushark Jaiswal as Chief Global Officer to Drive International Expansion
Parliamentary Panel Calls for Media Literacy Curriculum in Schools
National Task Force Calls for Wider Participation in Surveys on Student Well-being and Suicide Prevention
Himachal Joins List of Fully Literate States as India Marks International Literacy Day 2025
International Literacy Day 2025: Beyond Reading and Writing in the Digital Era
MoWCD and MoE Release Guidelines for Co-location of Anganwadi Centres with Schools
NCERT Launches New Class 5 & 8 Textbooks, Makes Art Education Mandatory
No More Backbenchers: How a Simple Seating Shift Is Reimagining Learning
In Every Smile, a Victory – Sandhya Ukkalkar’s Journey with Jai Vakeel’s Autism Centre
The Man Who Called His Students Gods: Dwijendranath Ghosh
Indian Army to Sponsor Education of 10-Year-Old Who Aided Troops During Operation Sindoor
Beyond the Numbers: Reading Between the Lines of UDISE+ 2024–25
NCERT’s New Class 8 History Textbook Addresses “Darker Periods”, Highlights Religious Intolerance and Resilience
Education with Purpose: Shaping Responsible Learners for a Better Tomorrow
Weaving Social-Emotional Learning into the Curriculum
Educate Girls Becomes First Indian NGO to Win the Ramon Magsaysay Award
A School Without Walls: The Pehchaan Story, Led by Akash Tandon
India Plans Unified Higher Education Regulator: What the HECI Bill Means
Empathy as a 21st-Century Competency: Developing Emotional Intelligence among Students
University of Southampton Opens First Full-Fledged Foreign University Campus in India
Lighting the Way, One Beam at a Time – Monika Banga
Dancing Beyond Boundaries – The Story of Krithiga Ravichandran
Math Meets Machine: How AI Is Revolutionising Classroom Learning
QS Rankings 2026: Delhi Named Most Affordable; Mumbai In Top 100 for Best Student Cities
When AI Reaches the Top of Bloom’s—and Our Students Are Left Behind
CBSE Plans Two-Level Science and Maths in Classes 11–12 to Ease Pressure and Boost Flexibility
CBSE Makes CCTV Cameras with Real-Time Audio-Visual Recording Mandatory in Schools
MoWCD and MoE Release Guidelines for Co-location of Anganwadi Centres with Schools
Teaching Privilege: Why It Belongs in Every Classroom
Nirvaan Birla on Why Social Media Needs a Rethink in Today’s Classrooms
SC Seeks Centre’s Response on PIL for Transgender-Inclusive School Textbooks
SGEF2023 | Special Address by Rama Datt, Trustee, Maharaja Sawai Man Singh II Trust, Jaipur
ScooNews | After Movie | ScooNews Global Educators Fest 2023
Aftermovie | NIES2 UP Chapter | 21 Jan 2023
WEBINAR | Gamification in Education: How Digital Badges Can Boost Student Motivation and Engagement
ScooNews | WEBINAR| Importance of Physical Activity for Children at School | Plaeto
SCOONEWS | WEBINAR | WHY DIGITIZING YOUR SCHOOL IS A MUST | TEACHMINT
Keynote Address | Lakshyaraj Singh Mewar
Anurag Tripathi, Secretary, CBSE at SGEF2022
How schools can nurture every student’s genius
Aftermovie | SGEF2022 | Jaipur
Li Andersson | Minister of Education | Finland
Anurag Tripathi, Secretary, Central Board of Secondary Education (CBSE) discusses NEP2020
ScooNews | Early Ed Asia 2019 | Aftermovie
#PodarECEconf : Pursuing quality ECE
#CBSE Class XII #Results #Highlights
The interesting story of India’s educational system | Adhitya Iyer
A young scientist’s quest for clean water
The Danger of Silence: Clint Smith
National Digital Library of India is an initiative by HRD Ministry
Remembering Kalpana Chawla on her birthday!
Message from Sadhguru for Students!
Message from Sadhguru for Students!
The Untapped Genius That Could Change Science for the Better
Eddy Zhong: How school makes kids less intelligent TEDxYouth@Beacon
#TEDxCanberra : What if every child had access to music education…
-
Education3 months agoNCERT Launches New Class 5 & 8 Textbooks, Makes Art Education Mandatory
-
Education3 months agoNo More Backbenchers: How a Simple Seating Shift Is Reimagining Learning
-
Education3 months agoIn Every Smile, a Victory – Sandhya Ukkalkar’s Journey with Jai Vakeel’s Autism Centre
-
Education3 months agoThe Man Who Called His Students Gods: Dwijendranath Ghosh
-
Education3 months agoIndian Army to Sponsor Education of 10-Year-Old Who Aided Troops During Operation Sindoor
-
Education2 months agoBeyond the Numbers: Reading Between the Lines of UDISE+ 2024–25
-
Education3 months agoNCERT’s New Class 8 History Textbook Addresses “Darker Periods”, Highlights Religious Intolerance and Resilience
-
Education2 months agoEducation with Purpose: Shaping Responsible Learners for a Better Tomorrow
-
Edutainment2 months agoWeaving Social-Emotional Learning into the Curriculum
-
Education2 months agoEducate Girls Becomes First Indian NGO to Win the Ramon Magsaysay Award
