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:
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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
Education
SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
In a critical step toward confronting the alarming rise in student suicides, a Supreme Court-appointed National Task Force on Mental Health and Student Well-being in Education held its first meeting on 29 March 2025. This comes just five days after the apex court formed the committee, recognising that student suicides have now outnumbered those in the farming sector—a tragic and urgent wake-up call for the country’s education system.
The task force, chaired by former Supreme Court judge Justice S. Ravindra Bhat, has been given the mandate to examine mental health concerns within higher educational institutions and recommend policy-level reforms to prevent student suicides. The move follows a petition filed by parents of two students from IIT Delhi, who had allegedly died by suicide, seeking an FIR and deeper accountability.
Listening to India: A National Consultation
In a progressive and people-first approach, the task force will soon launch a website and social media platforms to invite public feedback. From educators and students to psychologists and parents, all stakeholders will have the opportunity to share suggestions and lived experiences. Additionally, the panel will conduct public meetings, review existing laws and policies, and consult with institutions and mental health experts.
Who’s On Board?
The panel comprises a cross-section of experts and representatives from:
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Ministry of Women and Child Development
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Department of Higher Education
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Department of Social Justice and Empowerment
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Department of Legal Affairs
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Mental health professionals
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Education policy specialists
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Legal experts
What’s Next?
The Supreme Court has asked for an interim report in four months and a comprehensive final report in eight months. These reports will serve as blueprints to strengthen institutional mental health frameworks and enable the development of preventive policies and on-ground support mechanisms in schools and universities.
Justice J.B. Pardiwala and Justice R. Mahadevan, while announcing the task force earlier this month, had sharply criticised the lack of robust systems to support mental health in educational spaces—pointing to “serious gaps in legal and institutional structures.”
This development comes at a crucial time as schools, colleges, and policymakers across the country grapple with rising mental health issues among students. The outcomes of this task force could very well reshape how educational institutions approach emotional well-being—not as an afterthought, but as an essential part of holistic learning.
Education
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
In a landmark reform aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has announced sweeping changes to the Class 10 and 12 curriculum, exam structure, and assessment methods. These changes, which will come into effect from the academic session 2025-26, aim to foster flexibility, skill development, and holistic learning.
Biannual Board Exams
One of the most significant updates is that CBSE will now conduct Class 10 board exams twice a year—in February and April—allowing students to choose the attempt that suits them best. However, Class 12 board exams will continue to be held once a year. This change offers students more chances to improve their performance and alleviates exam-related pressure.
Revised Passing Criteria
CBSE has also made the passing criteria more flexible. In Class 10, students who fail in key subjects like Science, Mathematics or Social Science can now substitute them with a passed skill subject or an optional language subject. The overall pass percentage remains at 33% in both theory and internal assessment.
Introduction of Skill-Based Subjects
With a strong push toward vocational and future-ready learning, the revised curriculum introduces new skill-based subjects.
For Class 10, students can now choose between:
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Computer Applications
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Information Technology
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Artificial Intelligence
They can also select either English or Hindi as their language subjects.
For Class 12, four new skill-based subjects have been introduced:
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Land Transportation Associate
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Electronics and Hardware
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Physical Activity Trainer
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Design Thinking and Innovation
The curriculum for Class 12 is now organised around seven major learning areas:
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Languages
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Humanities
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Mathematics
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Sciences
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Skill Subjects
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General Studies
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Health and Physical Education
New Grading System
Class 10 assessments will now follow a 9-point grading scale, with 80 marks allotted to the written exam and 20 marks to internal assessments. This move aims to promote consistent performance throughout the academic year rather than focusing solely on final exam outcomes.
Curriculum Access and Implementation
The updated curriculum is already available to all CBSE-affiliated schools and includes detailed information on learning outcomes, pedagogical strategies, and assessment frameworks. Educators have been encouraged to align their teaching methodologies accordingly.
This overhaul represents a significant stride toward personalised learning and skill development. With its dual-exam format, diversified subject offerings, and practical focus, CBSE’s new model hopes to reduce academic stress and make education more meaningful for today’s learners.
In the realm of school education, play-based learning has emerged as a powerful and supportive approach to fosters creativity, critical thinking, problem solving and social skills along with conceptual understanding. The genesis to this method is the concept of provocation. A strategically well thought of stimuli that could initiate the thinking process. It is used to arouse the curiosity and invite children to explore, question, engage and deeply interact with their environment. Provocations are carefully designed elements that challenge children to think critically, solve problems, and collaborate with their peers. It is the power of provocation in play-based learning that promotes effective implementation of the teaching learning strategies to enhance the educational experience. Thus, promoting a high quality and sustainable learning.
Understanding Provocation
Provocations are initial setups in form of stories, objects, case studies, role plays or any kind of resource showed to students at the start of a lesson. Their aim is to initiate the thinking process. It creates an environment where students are encouraged to indulge in exploration, experimentation and express their ideas freely.
A good provocation has the capacity to capture interest and motivate all stake holders to engage in deeper learning. It is accompanied by few guiding questions like- “What do you think this is?”, “Why has it been placed here?” , “What are your views on it?” or “ Where have you seen this being used?” . Based on answers given further guiding questions are asked and a path of learning is crafted. Guiding questions accompanying the provocation may be pre decided when the learning objective and learning outcome is predefined, to ensure the desired learning outcome. However, in case of an open-ended learning objective just drafting the path would be enough. Students will then take it further from here.
Benefits of Provocation in Play-Based Learning
- Creativity and Imagination: Breaking the monotony of the sessions, provocations stimulate students’ imagination and creativity. Students think outside the box and come up with innovative solutions and ideas.
- Critical Thinking and Problem-Solving: As new challenges are presented students put their cognitive skills to work and thus delve deeper into the concept. Ensuring critical analysis of the situation and proposing possible solutions for the same. Thus enhancing their critical thinking and problem solving skills.
- Social and Emotional Development: Since the whole class is involved collaboration is at its peak. Each student sharing their views, perspectives and thoughts. Skills such as communication, teamwork, negotiation, and empathy are hence taken care of. In addition to this, solving the given challenges can boost their self-esteem and confidence.
- Active and Engaged Learning: Quote by Benjamin Franklin explains it all. “Tell Me and I Forget; Teach Me and I May Remember; Involve Me and I Learn”.
The Role of Educators in Provocation
We , The Educators play a pivotal role in designing and implementing provocations. They must be designed carefully and thoughtfully. It is imperative for provocations to be thought provoking to showcase its power. Thus educators must devote ample time to design one. Students interest, development stage, their capabilities and age are few pointers guiding the educators to select an age-appropriate provocation. Provocation should cater to each student’s unique learning style and differentiated interests. By aligning provocations with these interests, educators can create a more engaging and meaningful learning experience. You may want to consider the conceptual understanding of your class in case learning objective is targeted towards curriculum.
More importantly, educators should be empowered to facilitate discussions and guide explorations without hinting the outcomes. Open-ended questions should accompany the provocation to ensure students maintain the tangent of class discussion. There may have n number of tangents with a single provocation. Each tangent will help students explore and experiment. Given freedom to direct their learning students will be more confident in their ability to explore and discover.
To conclude the P cube – Power of Provocations in play-based learning is a tool which offers students the opportunities to explore, think critically, and engage deeply with their environment. The power of provocation lies in its ability to ignite curiosity and inspire a lifelong love of learning. Careful designing and implementation of provocation we can create a dynamic and impactful learning experience that fosters sustainable life skills.
So, Friends, educators and countrymen, lets put on our thinking cap and hit on the buzzer for a P cube.
New Delhi, 27 March 2025: In a major move that could redefine school accountability and student participation, the Central Board of Secondary Education (CBSE) has warned that Class 12 students studying in dummy schools may be barred from appearing in board examinations. This comes amid growing concerns over schools that enrol students only on paper while they attend private coaching centres full-time, bypassing regular school attendance.
The issue has gained nationwide attention after a JEE (Mains) topper was revealed to be from a dummy institution, SGN Public School in Nangloi, which has since been disaffiliated. A surprise CBSE inspection uncovered multiple violations, including the admission of students who did not attend regular classes. The board took strict action, citing a breach of affiliation norms.
The Delhi High Court also took cognisance of the matter, branding the dummy school phenomenon a “fraud” and ordering both CBSE and the Delhi government to act swiftly. In a ruling dated 27 January 2025, a bench headed by Chief Justice D.K. Upadhyaya and Justice Tushar Rao Gedela directed authorities to ensure adherence to the mandatory attendance rule required for board exam eligibility.
Criticising the increasing trend of students being enrolled in name only while pursuing full-time coaching elsewhere, the court called for rigorous monitoring and regulation. “This defeats the very purpose of formal schooling,” the bench noted, urging CBSE and local authorities to submit a detailed affidavit outlining steps taken to curb such practices.
CBSE has already taken action against more than 300 dummy schools across India, reaffirming its commitment to holistic learning and adherence to the National Education Policy (NEP) 2020, which advocates comprehensive and experiential education rather than rote learning confined to coaching centres.
While the Delhi government has downplayed the issue by stating there’s no formal definition of a ‘dummy school,’ the court maintained that any institution violating attendance norms and academic structure fails the spirit of education. The bench has asked for clearer policies to prevent students from being short-changed on learning opportunities.
As the academic year progresses and board exams approach, CBSE’s firm warning serves as a wake-up call to students and parents alike. The board has reiterated that both parties are responsible for ensuring consistent attendance and genuine academic participation.
Repercussions:
This decision could lead to widespread disqualification of non-attending students from board exams, upend coaching-centre-first models, and push schools to re-evaluate enrolment practices. It may also spark regulatory reforms, with long-term implications on how Indian students balance formal schooling and competitive exam preparations.
Education
Target Learning Ventures Conducts Career Counselling for Underprivileged Students in Kandivali
Mumbai, 26 March 2025: In a commendable outreach initiative, Target Learning Ventures, a leading publishing house, recently conducted a comprehensive career counselling session for students of Matrubhoomi High School in Kandivali. The session, aimed at 9th and 10th-grade students from economically weaker backgrounds, was held in collaboration with INSEED NGO, which works to provide essential academic support to the school.
The session was led by Mr Sachin Kodolikar, Executive Director of Target Learning Ventures, who introduced students to various personality types—communicative, reflective, analytical, and assertive—and their relevance in different career paths. The approach helped students understand how their personal traits could align with diverse professional opportunities.
Mr Kodolikar also introduced students to skill-based career options, drawing attention to government-recognised courses and platforms such as the National Skill Development Corporation (NSDC). He encouraged the students to participate in the India Skills competition and explore non-traditional career paths that could lead to long-term growth and self-reliance.
“We are obliged by INSEED NGO for giving us this opportunity,” said Mr Kodolikar. “This initiative is about more than career guidance—it’s about broadening horizons and helping students make informed decisions.”
Sangeeta Shirname, Founder of INSEED NGO, expressed her appreciation for the session, noting its significance in inspiring students to look beyond conventional careers such as engineering and medicine. She added that many students were excited about the upcoming opportunity to visit the Target Learning Ventures office for hands-on exposure.
In an important stride towards implementing the National Education Policy (NEP) 2020, the Ministry of Education has launched the “Baalpan ki Kavita” initiative—an ambitious project to restore and revive Indian rhymes and poems for young children across the country. Spearheaded by the Department of School Education & Literacy (DoSE&L), this initiative aims to build a vibrant compendium of age-appropriate, culturally resonant poems in all Bharatiya Bhasha (Indian languages) and in English, for pre-primary to Grade 2 learners.
The initiative recognises the powerful influence of rhymes and poems in early childhood education—offering not only linguistic development but also cultural grounding. Through the “Baalpan ki Kavita” contest, DoSE&L and MyGov are inviting educators, parents, poets, and language enthusiasts to contribute existing or original rhymes under three categories: Pre-primary (ages 3–6), Grade 1 (ages 6–7), and Grade 2 (ages 7–8). The entries can be submitted from 26 March to 22 April 2025 on the MyGov website, and should reflect joyful, child-friendly content rooted in India’s diverse cultural milieu.
While the initiative has been widely welcomed, it has also sparked necessary conversations around what it means to restore “Bharatiya” poems in a truly pluralistic and inclusive India. Critics and educators alike are cautioning that while returning to linguistic and cultural roots is commendable, it is equally essential to ensure that the selected rhymes reflect progressive values, diversity, and regional representation.
For decades, Indian children have grown up reciting foreign nursery rhymes like Twinkle Twinkle Little Star or Jack and Jill, with little exposure to traditional Indian poetic forms. While some schools have occasionally included regional gems such as Nani Teri Morni Ko Mor Le Gaye (Hindi) or Chanda Mama Door Ke (widely popular in Hindi and Telugu), these have rarely found a standard place in national curricula.
The absence of Indian rhymes in mainstream education can be attributed to colonial hangovers, lack of standardisation across states, and an education system that long prioritised English-medium content. However, the NEP 2020 has made a strong case for multilingualism and cultural rootedness in foundational education—opening the door to such initiatives that celebrate India’s linguistic diversity.
That said, educationists emphasise that inclusion must go hand-in-hand with critical curation. Rhymes must reflect the India of today—not just folklore, but stories that uphold gender equality, environmental awareness, and kindness. We must move beyond simplistic moral binaries or caste-laden tales that have occasionally crept into traditional literature.
In fact, there’s an opportunity here to revive some of India’s lesser-known literary treasures—folk rhymes from the hills of Himachal, tribal lullabies from Odisha, Malayalam couplets about the monsoon, Marathi riddles, and more. Rhymes like Appa Amma (Kannada) or Kokila Kokila (Tamil) can be powerful vehicles for language immersion, identity formation, and emotional development.
Still, romanticising the past without scrutiny is not ideal. While the intent to preserve Bharatiya Bhasha is commendable, there is a fine line between celebration and cultural imposition. This initiative must not become a tool to homogenise or politicise early education. India’s strength lies in its diversity—and that diversity and representation must be reflected in the poems our youngest citizens grow up reciting.
As “Baalpan ki Kavita” moves forward, stakeholders must approach the process with sensitivity, balance, and a deep commitment to building a generation that cherishes its heritage while dreaming with open, inclusive minds.
News
Amid Rising Pollution, India Turns to Schools for Climate Action: NCF 2023 Prioritises Environmental Education
India’s escalating environmental challenges, particularly concerning air pollution, have reached alarming levels, posing significant threats to public health and the nation’s sustainable development. Recent data underscores the severity of the situation:
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Widespread Air Pollution: A report by IQAir indicates that only 17% of the world’s cities meet air pollution guidelines, with countries like Chad, Congo, Bangladesh, Pakistan, and India having the dirtiest air. India alone accounts for six of the nine most polluted cities, with Byrnihat being the worst. AP News+1The Guardian+1
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Life Expectancy Impact: Fine particulate air pollution (PM2.5) shortens an average Indian’s life expectancy by 5.3 years, relative to what it would be if the World Health Organization (WHO) guideline of 5 µg/m³ was met. In the National Capital Territory of Delhi, this figure rises to 11.9 years. AQLI
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Severe Smog Events: In January 2025, New Delhi experienced dense smog, significantly reducing visibility and threatening to disrupt flights. The city’s air quality index (AQI) reached 351, categorizing it as “very poor” according to India’s top pollution control body. Reuters
In response to these pressing environmental concerns, the National Curriculum Framework (NCF) 2023 has strongly advocated for the inclusion of environmental education as an interdisciplinary area of study within the school curriculum. This initiative aims to instill environmental awareness and sustainable practices among students from an early age, fostering a generation equipped to tackle environmental challenges.
Environmental education has been seamlessly integrated into various subjects across different educational stages. For instance, topics such as “Forests: Our Lifeline” in Class VII Science and “Our Environment” in Class X Science provide students with a comprehensive understanding of ecological systems and the importance of conservation. Additionally, the National Council of Educational Research and Training (NCERT) has developed supplementary materials, including project books and activity guides, to further enrich environmental learning.
Beyond the classroom, initiatives like Eco Clubs have been established in schools to promote practical engagement with environmental issues. Aligned with the Mission LiFE (Lifestyle for Environment) campaign, these clubs encourage students to participate in activities such as optimizing water usage, reducing waste, recycling, and conducting plantation drives. By actively involving students in these initiatives, Eco Clubs aim to cultivate a sense of responsibility and proactive behavior towards environmental stewardship.
The National Education Policy (NEP) 2020 further emphasizes the critical importance of integrating environmental awareness and sustainability principles into education. By sensitizing students to environmental and climate change concerns, the policy seeks to inculcate values, attitudes, behaviors, and skills essential for addressing environmental challenges, thereby preparing them to contribute to a sustainable future.
Addressing India’s environmental crisis requires a multifaceted approach, with education playing a pivotal role. By embedding environmental studies into the curriculum and fostering active participation through initiatives like Eco Clubs, schools can empower students to become informed and engaged citizens. This educational foundation is crucial for developing innovative solutions and driving collective action towards a cleaner, healthier environment for future generations.
Addressing the pressing issue of skill gaps in India’s technical sectors, Sh. Jayant Chaudhary, Minister of State (Independent Charge), Ministry of Skill Development and Entrepreneurship, highlighted the need for industry-academia-government partnerships and an apprenticeship-embedded curriculum to make the country’s youth future-ready. Speaking as the Chief Guest of the third annual technical festival EPITOME 2025 at Gati Shakti Vishwavidyalaya (GSV), Vadodara, via video conference, the minister emphasised the role of the education ecosystem in driving both national and individual growth.
“In today’s knowledge-driven world, the right skill set gives us both the merit as well as national growth,” he remarked, drawing a strong connection between employability and India’s ambition for Viksit Bharat 2047.
Themed “Transport 360: Land, Air, Sea and Beyond”, the two-day festival at GSV brought together industry leaders, policymakers, educators, and innovators to explore the future of logistics, transport, and multimodal infrastructure.
He called upon stakeholders to work in unison:
“Industry, academia, and government must work in synergy to create skilled professionals who can reduce errors, improve efficiency and drive innovation.”
Citing government initiatives, he noted the recently announced ₹60,000 crore scheme to upgrade Industrial Training Institutes (ITIs) and the Ministry’s support for start-up culture and sector-specific skilling programmes, especially with India’s start-up ecosystem projected to double by 2030 and generate over 50 million jobs.
The minister praised Gati Shakti Vishwavidyalaya’s “industry-driven” approach and encouraged it to mentor National Skill Training Institutes (NSTIs), thereby broadening the impact of its reskilling and upskilling initiatives. Dr. Hemang Joshi, Member of Parliament from Vadodara, reiterated the Prime Minister’s vision for Viksit Bharat 2047, identifying GSV as a vital institution in shaping a transport-ready and skilled India. Vice-Chancellor Prof. Manoj Choudhary shared the university’s progress under its “industry-driven, innovation-led” vision, pointing to its direct collaborations with organisations like Airbus, Alstom, Tata Advanced Systems, and AMD.
Global experts including Prof. Vinayak Dixit (UNSW Australia) and Andreas Foerster (Tata Advanced Systems) also joined the discussions on how academic institutions can match the rapidly evolving demands of the transport and logistics sectors.
While technical universities like GSV are pioneering the way, India’s transformation must begin at the school level. To truly bridge the skill gap and foster real-world readiness, Indian schools must begin integrating apprenticeship-based learning and cross-sector collaboration into the secondary and higher secondary curriculum.
Some solutions that can be adopted include:
Creating industry liaisons in every district to help schools connect with local businesses, logistics hubs, aviation services, or manufacturing units for real-time exposure.
Embedding skill-based modules within existing subjects—such as using project-based transport models in mathematics or digital simulations in geography and economics.
Adopting an ‘Apprenticeship Lite’ model for students in classes 9 to 12, enabling them to shadow professionals or complete internships during school breaks.
Establishing co-branded certification programmes between CBSE/State Boards and skilling institutions like NSDC or Sector Skill Councils to provide formal recognition for practical skills learned in school.
Engaging vocational educators in teacher training to ensure skill-based learning is effectively delivered at the classroom level.
With the National Education Policy (NEP) 2020 advocating for integration of vocational education at all levels, now is the time for school systems to act and align with India’s larger skilling mission. Gati Shakti Vishwavidyalaya’s model could serve as a blueprint—not just for universities, but for school education that aspires to blend knowledge with employability.
A National Model Worth Replicating
Taking the Model to Schools: The Missing Link
Chandigarh: In a move that signals the strengthening of education reform in Punjab, Chief Minister Bhagwant Mann on Saturday hailed the contribution of foreign-trained teachers as catalysts in the state’s ongoing “education revolution.” Speaking at a flag-off ceremony in Chandigarh, Mann dispatched a new batch of 72 teachers to Turku, Finland for training in modern pedagogical practices, marking yet another step towards globalising the state’s education system.
According to the Chief Minister, a total of 234 principals and education officers have already undergone a five-day leadership development programme in Singapore, while 152 headmasters and officers have been trained at IIM Ahmedabad, across three batches. The initiative, Mann said, is designed to expose educators to global best practices and bring those methodologies back to their classrooms in Punjab.
“This out-of-the-box idea is giving major thrust to the education revolution in the state by bringing the much-needed qualitative change in the education system,” he said. “These teachers are acting as agents of change, ensuring quality education for our students.”
Mann further explained that teachers for the programme are selected purely on merit, with a unique eligibility condition: they must be recommended by at least 10 students they have taught. This, he noted, ensures that only genuinely deserving and impactful educators get the opportunity to benefit from the exposure.
The programme equips teachers with modern teaching techniques, including student-centric learning, digital integration, critical thinking development, and classroom management strategies. Upon their return, these teachers share their learnings with peers and students, thereby cascading the training across the state’s education ecosystem.
A National Model in the Making?
Punjab’s approach to foreign teacher training programmes may well serve as a template for other Indian states. Much like student exchange programmes that help pupils gain global exposure, a teacher or faculty exchange programme could enrich teaching methods and uplift educational standards across the country.
Introducing cross-cultural learning for teachers can lead to better understanding of global educational trends and foster innovation in curriculum and teaching methodologies. By encouraging other state governments to adopt similar strategies, India can empower its teaching workforce and help meet the goals of the National Education Policy (NEP) 2020, which strongly emphasises professional development for educators.
As India continues to navigate the challenges of 21st-century learning, investing in teachers is key to shaping future-ready learners. Punjab’s efforts underline the transformative power of global exposure and the ripple effect well-trained teachers can create in society.
News Source- PTI
The Prime Minister’s Young Authors Mentorship Scheme (PM-YUVA) has returned for its third edition, promising to shape the future of young Indian writers once again. Launched by the Ministry of Education (MoE) and the National Book Trust (NBT) of India on March 11, 2025, YUVA 3.0 seeks to nurture creative talent among individuals under 30, providing them with a structured mentorship programme that equips them with the skills to document India’s past, present, and future through literature.
With themes such as the contribution of the Indian diaspora in nation-building, the Indian knowledge system, and the makers of modern India (1950-2025), this year’s programme encourages participants to explore diverse facets of India’s rich cultural and intellectual heritage. But while the initiative continues to gain traction, can its implementation be optimised in Indian schools to truly create a lasting impact?
YUVA 3.0: A Gateway for Young Indian Writers
Following the success of YUVA 1.0 and YUVA 2.0, which saw young authors explore themes of India’s freedom movement and democracy, YUVA 3.0 aims to build a stream of writers who can articulate India’s contributions across time and disciplines.
Aspiring authors can apply via MyGov India’s portal, submitting a 10,000-word book proposal that is evaluated by a selection panel constituted by NBT India. 50 candidates will be selected for a six-month mentorship programme, during which they will:
- Receive financial assistance of ₹50,000 per month
- Attend workshops, training sessions, and mentorship meetings
- Have their books published in multiple Indian languages
- Participate in literary festivals and international book fairs
The New Delhi World Book Fair 2026 will serve as a launchpad for these young authors, offering them an opportunity to showcase their work on a national stage.
Bringing YUVA 3.0 into Indian Schools: The Need for Institutional Support
While PM-YUVA 3.0 is a well-structured initiative, a significant gap exists in its reach at the school level. Despite India being home to one of the largest youth populations globally, creative writing as a discipline remains largely underdeveloped in most school curriculums. Integrating this scheme into secondary and higher secondary education could be a game-changer.
How Schools Can Leverage PM-YUVA 3.0 for Maximum Impact:
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Creative Writing Programmes in Schools: Schools should introduce structured creative writing workshops as an extracurricular activity or an elective subject to familiarise students with long-form writing.
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Dedicated Literary Mentorship: Schools should facilitate teacher-led mentorship programmes, where educators guide students in conceptualising, drafting, and refining their manuscripts before submission.
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Regional and Vernacular Writing Initiatives: Since YUVA promotes multilingual literature, schools should encourage students to write in their mother tongue, ensuring that India’s literary landscape remains diverse and inclusive.
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Early Introduction to Research and Storytelling: To cultivate young authors, schools must integrate storytelling, history-based research projects, and structured writing exercises from middle school itself.
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Engagement with Past YUVA Winners: Schools can invite previous winners for interactive sessions to inspire students, helping them understand the nuances of writing, editing, and publishing.
Lessons from Past Editions: How YUVA Has Transformed India’s Literary Scene
Since its inception in 2021, PM-YUVA has empowered young authors across India, producing literature that adds to the country’s intellectual and historical archives. The impact of the scheme is evident:
- 41 books published under YUVA 2.0 were launched at the New Delhi World Book Fair 2025.
- Books produced under YUVA 1.0 and YUVA 2.0 were translated into multiple Indian languages, broadening their accessibility.
- Participants have received national and international recognition, with some works included in academic and government libraries.
- Young authors have interacted with historians, policymakers, and scholars, gaining real-world insights into writing and research.
However, the lack of structured creative writing programmes in schools has meant that the initiative remains largely restricted to university students and independent writers. Expanding YUVA 3.0’s footprint within school education systems will ensure that a younger demographic benefits from this transformative programme.
Creating India’s Next Generation of Writers
With India ranked third in global book publishing, there is an urgent need to nurture homegrown literary talent that can represent the nation’s historical and contemporary narratives on an international stage. PM-YUVA 3.0 is a step in the right direction, but to fully optimise its potential, it must become more accessible to students at the school level.
By encouraging structured creative writing curriculums, mentorship programmes, and regional language engagement, Indian schools can help cultivate the next generation of authors, historians, and literary scholars, ensuring that India’s rich literary heritage continues to thrive.
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