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A Six-Point Plan By UNICEF To Protect Our Children

Global coordination is urgently needed to prevent the COVID-19 crisis from becoming a child-rights crisis.

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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

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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:

  1. Prioritize the reopening of schools: Take all measures possible to reopen schools safely and keep them open.

  2. 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.

  3. 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.

  4. 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:

  1. Urgently ensure the continuity of key health and nutrition services for children and young people – especially routine immunization, prioritizing the hardest to reach.

  2. Unite to fight the spread of misinformation and build back confidence in routine immunization.

  3. 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. 

  4. 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.

  5. 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

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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: 

  1. 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.

  2. Prioritize the prevention of and response to gender-based violence in global humanitarian action, increasing funding for gender-specific interventions.

  3. Invest in gender-sensitive mental health and psychosocial support for children, young people and their caregivers:

    1. Provide parenting support to all those who need it and strengthen child helplines and other child-focused reporting mechanisms.  

    2. Designate formal and informal social service workers and services – including for gender-based violence, child protection, and sexual and reproductive health services – as essential. 

    3. 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: 

  1. Guarantee universal access to clean water and handwashing for children and families through national policies, private sector cooperation, community engagement and behaviour-change initiatives. 

  2. 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.

  3. 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.

  4. Continue to pursue, implement and monitor climate and environmentally focused targets outlined in the Sustainable Development Goals and the Paris Agreement. 

  5. 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: 

  1. 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.

  2. Ensure immediate and unimpeded humanitarian access. 

  3. 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.

  4. Include internally displaced, refugee and migrant children in national systems, policies and plans – starting with COVID-19 recovery and response efforts.

  5. 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:

  1. Working with governments, authorities and global health partners to ensure vital supplies and protective equipment reach the most vulnerable communities. 

  2. 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.

  3. Working with partners to urgently distribute water, sanitation and hygiene facilities to the most vulnerable communities. 

  4. Ensuring the continuity of key health and nutrition services – including routine immunization – focusing on the most vulnerable children.

  5. Distributing vital public health messaging and advice to slow the transmission of the virus and minimize mortality. 

  6. Supporting governments to prioritize schools in their reopening plans and take all possible measures to reopen safely. 

  7. 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. 

  8. Working with partners to bridge the digital divide and bring internet connectivity to 3.5 billion children and young people by 2030. 

  9. 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. 

  10. 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. 

  11. 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.

  12. Stepping up the work with refugee and migrant children and those affected by conflict to ensure they are protected from COVID-19. 

  13. Supporting meaningful child participation in the development and implementation of programmes responding to COVID-19.

This article was first published on UNICEF.org

Education

CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020

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In line with the implementation of the National Education Policy (NEP) 2020, a significant curriculum reform has been rolled out in Chhattisgarh, where CBSE and NCERT have introduced a mandatory bridge course for students from Classes 6 to 12, starting from the academic session 2025–26.

This strategic change aims to strengthen conceptual understanding, sharpen skills, and enhance subject connectivity for students transitioning between academic years. The bridge course is designed as a foundational segment to reinforce key learnings from the previous class, enabling smoother adaptation to new academic content—especially in subjects like Mathematics, Science, Social Science, and Languages.

What is a Bridge Course?

A bridge course is essentially a learning support module that helps students revise and reinforce previous class concepts before delving into the new syllabus. By bridging the learning gap, it prepares students mentally and academically for the demands of their new grade. The initiative is particularly aimed at strengthening continuity in learning and reducing academic stress.

Teacher Training and Implementation

To ensure effective integration, teachers in CBSE-affiliated schools across Chhattisgarh are undergoing dedicated training in both online and offline formats. The training focuses on how to incorporate the bridge course within the regular curriculum and adapt pedagogy to meet individual learner needs.

Changes in NCERT Textbooks

Alongside the bridge course implementation, NCERT has revised textbooks for Classes 3 and 6. The new editions lay emphasis on activity-based learning, life skills development, and project work. In particular, the Class 6 Science and Social Science books feature innovative activities and experiential modules aimed at enhancing student engagement and practical understanding.

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With this move, CBSE and NCERT aim to create a more inclusive and progressive academic structure, staying true to NEP 2020’s vision of competency-based learning and reduced content load. As this model takes shape in Chhattisgarh, it could serve as a blueprint for nationwide adoption in the coming years.

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CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme

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CBSE issues new guidelines for teacher training and theme for 2025

In a significant move towards enhancing teacher capacity in alignment with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has issued fresh guidelines mandating 50 hours of annual training for all educators in its affiliated schools. The 2025 annual training theme has been declared as STEM Education, reflecting India’s push towards innovation-driven learning.

According to CBSE notifications TRG-2/2025 and TRG-3/2025, 25 hours of training must be delivered by CBSE or a recognised government training body, while the remaining 25 hours can be conducted in-house or at the school complex level. This framework has been structured in line with the National Professional Standards for Teachers (NPST) and aims to ensure continuous professional development and improved student learning outcomes.

The CPD (Continuous Professional Development) hours are categorised as follows:

  • Core Values and Ethics – 12 hours

  • Knowledge and Practice – 24 hours

  • Professional Growth and Development – 14 hours

CBSE has also clarified that academic responsibilities such as assessment duties for board exams, practical examiner roles, content creation, curriculum review, and participation in CBSE-led conferences will be recognised as valid CPD hours.

The board has instructed schools to organise District Level Deliberations (DLDs) focused on STEM pedagogy. These sessions are designed to encourage peer discussions, sharing of best practices, and localisation of innovative teaching strategies.

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Heads of institutions have been called upon to act as leaders of change, ensuring the effective implementation of this framework within their schools and nurturing a culture of continuous learning.

With this move, CBSE reaffirms its commitment to building a future-ready teaching workforce, equipped to deliver education that is both engaging and globally relevant.

🔗 More details here

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Education

China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035

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China plans on building strong education system by 2035

China has unveiled a comprehensive education reform strategy aiming to integrate artificial intelligence (AI) across all levels of its education system. This initiative is a cornerstone of the nation’s broader “Strong Education Nation” plan, targeting significant advancements in educational quality and innovation by 2035.

The Ministry of Education announced plans to embed AI applications into teaching methodologies, textbooks, and curricula spanning primary, secondary, and higher education. This move is designed to cultivate essential skills such as independent thinking, problem-solving, communication, and collaboration among students and educators. By fostering these competencies, China aims to enhance the core competitiveness of its innovative talent pool (Reuters).

This AI integration aligns with China’s broader educational blueprint, jointly issued by the Communist Party of China Central Committee and the State Council. The plan outlines a two-phased objective: establishing a high-quality educational system by 2027 and achieving global leadership in education by 2035. Key goals include expanding free education, increasing enrollment in high-quality undergraduate and postgraduate programs, and addressing regional disparities in educational access.

To support this vision, Chinese universities are expanding AI-related courses and enrollment. Institutions like Peking University and Shanghai Jiao Tong University have announced plans to increase undergraduate spots in fields such as information science, engineering, and AI. This expansion is closely linked to the national strategy of developing a robust digital-era talent pool (Reuters Education Expansion).

Moreover, the Ministry of Education has mandated that primary and secondary schools intensify their science education to drive scientific and technological innovation. Schools are required to implement comprehensive science curricula, enhance teaching capabilities, and integrate science education resources effectively. 

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China’s commitment to integrating AI into education reflects its broader ambition to become a global leader in technological innovation and education. By embedding AI into the fabric of its educational system, China aims to prepare its citizens for the challenges and opportunities of the digital age.

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Education

Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices

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“It is completely unacceptable for any school to mentally harass parents or students"- Delhi CM Rekha Gupta

In a sweeping inspection drive aimed at curbing malpractice in private educational institutions, the Delhi Government has inspected over 600 schools across the national capital, issuing show-cause notices to more than 10 schools and initiating the process of derecognition in serious cases. The crackdown follows mounting complaints from parents about arbitrary fee hikes, dummy admissions, and neglect of Economically Weaker Section (EWS) students.

The Directorate of Education (DoE) formed district-level committees—headed by Sub-Divisional Magistrates (SDMs) and comprising deputy directors of education, accounts officers, and principals of government schools—to investigate complaints on a priority basis. These inspections are being closely monitored, with more schools likely to be reviewed in the coming days.

The inspection drive also revealed that 20 schools were allegedly engaging in dummy admissions—a practice where students are enrolled only on paper while attending private coaching institutes instead of regular classes. In such cases, the government has invoked provisions under the Delhi School Education Act and Rules (DSEAR), 1973, and has begun derecognition procedures.

Chief Minister Rekha Gupta, responding to concerns raised during a Jan Samvaad public hearing, stated, “It is completely unacceptable for any school to mentally harass parents or students, threaten expulsion, or raise fees without due process.” She reaffirmed the government’s commitment to transparency, accountability, and ensuring access to quality education for every child.

The DoE confirmed that some schools have also failed to submit mandatory financial disclosures and fee statements as per Section 17(3) and Section 180(3) of DSEAR, which will invite legal action. Schools violating EWS guidelines—such as failing to provide free textbooks, uniforms, and writing materials under Rule 8 of the Delhi RTE Rules—are also under scrutiny.

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The crackdown also comes after Queen Mary School in Model Town was accused of fee-related misconduct and expulsion threats. The Chief Minister had instructed the education department to take immediate action against such institutions, promising a “zero-tolerance” approach.

Delhi’s education authorities have reiterated that private schools must adhere strictly to rules governing fee regulation, student welfare, and inclusive access. Institutions found guilty of flouting these norms will face stringent penalties, including derecognition and possible takeover of management.

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Education

Delhi CM Rekha Gupta Warns Private Schools Against Arbitrary Fee Hikes and Student Harassment

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Delhi Chief Minister Rekha Gupta (Photo Source: PTI)

Amid growing parental concerns about rising school fees and student expulsions, Delhi Chief Minister Rekha Gupta has issued a stern warning to private schools across the capital. Emphasising a “zero tolerance” approach, the CM stated that any institution found violating rules—whether by imposing arbitrary fee hikes or harassing students and parents—will face strict action.

Addressing media following a public dialogue programme on Tuesday, Gupta shared that her office had received multiple complaints from concerned parents alleging wrongful fee practices and threats of expulsion. One such case involved Queen Mary School in Model Town, where families accused the school of unjust fee collection and punitive action against students.

“No school has the authority to harass parents or children, threaten expulsion, or hike fees arbitrarily,” said Gupta in a statement to ANI. “There are rules and laws in place. Compliance is not optional—it’s mandatory.”

The Chief Minister confirmed that notices have already been issued to several schools named in formal complaints. She further stated that relevant officials have been directed to conduct immediate investigations and take necessary legal and disciplinary action.

Taking to X (formerly Twitter), Gupta reiterated the Delhi Government’s stand on education, writing,

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“The Delhi Government is fully committed to transparency, equal opportunity, and the protection of children’s rights in education. A zero-tolerance policy has been adopted towards any kind of injustice, exploitation, or irregularity—no laxity will be tolerated in this. Our resolve is clear—every child should have access to justice, respect, and quality education.”

The Chief Minister’s response signals a growing shift toward regulatory vigilance in private education, especially around affordability and student welfare. As rising school fees become a point of national concern, particularly after a recent survey reported a 50–80% hike across schools in three years, Delhi’s move to crack down on irregularities could serve as a template for other states to follow.

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MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET

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15 April 2025: In a step to move towards equitable education, the Mahatma Jyotiba Phule Research & Training Institute (MAHAJYOTI), an autonomous body under the Government of Maharashtra, is set to distribute free study materials to over 7,000 students from Other Backward Classes (OBC) under its Pustak Sanch Watap Yojana. The initiative aims to aid students in preparing for competitive exams such as JEE, NEET, and MHT-CET.

Beneficiaries—spread across all 36 districts of Maharashtra—have registered under MAHAJYOTI’s training programmes and will receive comprehensive preparation books for their respective entrance examinations. The Jalgaon region saw the highest number of registrations, followed by Amravati, Dhule, Buldhana, and Ahmednagar.

This large-scale effort underscores MAHAJYOTI’s ongoing mission to empower students from OBC, Deprived Castes-Nomadic Tribes, and Special Backward Classes by ensuring they are not left behind in the pursuit of higher education due to economic constraints.

Voices from the Government and Ground

Honourable Minister Atul Save, from the Other Backward and Bahujan Welfare Department, commended the scale of the scheme, stating,

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“It is inspiring to witness the tremendous response from students. Our commitment to providing such opportunities for OBC students remains steadfast. We strongly encourage them to leverage these important government initiatives designed for their progress.”

Echoing his sentiments, Shri Prashant Wawge, Managing Director of MAHAJYOTI, remarked,

“This overwhelming response reinforces our mission. We urge every eligible OBC student to take full advantage of this scheme. We wish these bright young minds success in their entrance examinations.”

Changing Lives One Book at a Time

Families of beneficiaries have also expressed heartfelt gratitude. Kiran Nimje, mother of Aaryan from Nagpur, shared,

“Purchasing expensive JEE books was beyond our means. This scheme has been a lifeline. My son, who scored 94% in SSC, can now prepare for engineering with confidence.”

Similarly, Sheetal Nagargoje from Amravati, whose son Aditya also benefited, added,

“We are incredibly thankful. This support came to us at the right time and will help my son, who scored 80% in SSC, get closer to his dream.”

As education costs continue to rise, especially in the realm of competitive exam preparation, government-supported initiatives like MAHAJYOTI’s book distribution scheme play a pivotal role in bridging the opportunity gap for students from marginalised communities. With a robust outreach and strong public response, this programme is a timely reminder that access to quality education must remain a priority.

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Education

Harvard Stands Its Ground: Harvard Faces ₹18,400 Crore Funding Freeze After Rejecting Trump Administration’s Demands

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Protesters gather at Cambridge Common on April 12, 2025, urging Harvard University to uphold its autonomy and resist federal intervention in campus affairs. (REUTERS)

In response to Harvard’s refusal to implement federal directives on campus reforms, the Trump administration has escalated the standoff by freezing $2.2 billion (approximately ₹18,400 crore) in multi-year federal grants and placing an additional $60 million (₹500 crore) in government contracts on hold. This latest move by the Joint Task Force to Combat Anti-Semitism underscores the growing pressure on educational institutions to align with the administration’s ideological agenda—an act Harvard deems incompatible with its constitutional rights and academic independence.

At the heart of the issue lies the Trump administration’s crackdown on elite American universities, particularly those perceived to support diversity, equity, and inclusion (DEI) initiatives or tolerate anti-establishment student protests. The administration’s sweeping ultimatum to Harvard included banning face masks on campus, altering hiring and admission practices to favour so-called “merit-based” criteria, and conducting an audit of students and faculty based on their ideological leanings.

“No Government Should Dictate What Universities Teach”

In a strongly-worded letter to the Harvard community, President Alan Garber reaffirmed the university’s constitutional rights, asserting that “no government—regardless of which party is in power—should dictate what private universities can teach, whom they can admit and hire, and which areas of study and inquiry they can pursue.”

He called the demands unconstitutional and a breach of the First Amendment, stating they “exceed the statutory limits of the government’s authority under Title VI.” Harvard, he emphasised, would not “surrender its independence or relinquish its constitutional rights.”

This decision has not been made lightly. With $9 billion (₹75,060 crore) in federal support hanging in the balance—including student financial aid and research grants—the refusal signals the university’s unwavering commitment to preserving academic integrity, even in the face of substantial financial risk.

What’s At Stake for Students and Global Academia?

Harvard’s resistance is more than a domestic headline—it’s a global signal. With Indian students being among the top international communities at Harvard and other elite US institutions, the outcome of this standoff could have ripple effects far beyond American borders.

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According to The Hindu, the Trump administration has already frozen approximately $2.3 billion (₹19,182 crore) in funding to institutions like Princeton, Cornell, Columbia, and the University of Pennsylvania. The latter’s funding was slashed over allowing a transgender athlete to compete—a move many have labelled discriminatory and ideologically driven.

For students—especially those pursuing higher education abroad—this moment marks a sobering reminder that education can no longer be viewed as an apolitical space. If universities are pressured to reshape their curriculums, hiring practices, or student bodies based on political whims, the very essence of critical thinking, academic exploration, and diversity is endangered.

The administration’s justification for defunding Harvard cites that many DEI initiatives are “divisive” or “discriminatory”—a claim widely rejected by educators, human rights groups, and civil society organisations across the globe.

The truth is: Diversity, Equity, and Inclusion are not trends or PR jargon—they are the moral and pedagogical backbone of an equitable education system. To see these stripped down as ideological threats marks a dangerous precedent not just for the U.S., but for any democracy flirting with majoritarian education policies.

The Bigger Picture

By refusing to accept the U.S. government’s conditions, Harvard has taken a stance to defend its institutional autonomy. While this may lead to financial strain, the university has signalled that it will not compromise on its core governance principles.

As Indian universities navigate reforms under the National Education Policy (NEP), this development also serves as a timely reminder of the importance of safeguarding academic spaces from excessive external influence. Educational institutions function best when given the space to operate independently and uphold their academic mandates without undue interference.

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Decisions about what constitutes academic freedom or institutional policy should ideally be made within the education system—not defined by political narratives.

Rather than setting a precedent for others to replicate, this moment should prompt global institutions and governments to reflect carefully on the balance between public accountability and institutional independence.

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Education

Is Your School Following These Mandatory CBSE Committees?

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In today’s fast-evolving education landscape, a school is no longer just about lessons and exams—it is about ensuring student safety, holistic development, mental well-being, career clarity, and inclusive practices. Recognising this, the Central Board of Secondary Education (CBSE) has mandated the formation of specific committees in all affiliated schools to ensure a structured, student-centric, and responsive ecosystem. But the question is—is your school actually following these norms?

Why Are These Committees Crucial?

These committees aren’t just bureaucratic formalities—they are foundational for building schools that are safe, progressive, and future-ready. In an era where bullying, cyber threats, mental health issues, learning differences, and safety concerns are on the rise, these mechanisms act as the backbone of accountability and action. They allow stakeholders—students, parents, teachers, and management—to work together for an environment where every child can thrive.

Let’s look at the mandatory CBSE committees that every school must have:

1. School Management Committee (SMC)

This is the apex decision-making body comprising management, educators, parents, and external experts. It ensures that school policies align with CBSE affiliation by-laws.

2. Sexual Harassment Committee/Internal Complaints Committee

Formed as per the POSH Act, this committee safeguards staff and students from workplace harassment and ensures timely redressal.

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3. Child Protection Committee

It includes representatives from all key stakeholders and ensures children are protected from abuse and neglect within the school environment.

4. School Discipline Committee

This committee deals with discipline-related issues and works towards fostering a respectful school culture.

5. Grievance Redressal Committee

Handles complaints from students, staff, or parents, ensuring a transparent and fair resolution mechanism.

6. Anti-Bullying Committee

Bullying in any form is non-negotiable. This committee ensures strict implementation of CBSE’s anti-bullying policies.

7. Health & Wellness Committee

Includes physical education teachers and health professionals, focusing on physical, emotional, and mental well-being.

8. Examination Committee

Manages all assessment protocols and ensures fair, secure conduct of exams.

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9. Inclusive Education/Special Needs Committee

Supports children with disabilities and learning challenges by providing resources, accommodations, and inclusive policies.

10. Career Guidance & Counseling Committee

Empowers students with career counselling, aptitude testing, and psychological support.

11. Academic Committee

Looks after curriculum implementation, quality of teaching, and subject integration.

12. House System Committee

Encourages inter-house competitions and leadership among students through structured activities.

13. Cultural & Co-curricular Activities Committee

Ensures students get opportunities beyond the classroom—through arts, debate, sports, etc.

14. IT & Innovation Committee

Encourages integration of digital learning, coding, innovation, and tech-based pedagogies.

15. Disaster Management Committee

Prepares schools for emergencies like fire, earthquakes, or health outbreaks.

16. Parent-Teacher Association (PTA)

While not mandatory, many schools voluntarily include this for seamless parent-teacher collaboration.

Why Every Educator and Parent Should Care

These committees represent a school’s commitment to child-centred learning. Schools that implement them honestly often see lower dropout rates, improved mental health indicators, stronger student voices, and higher parental trust.

With NEP 2020 pushing for holistic education, these structures ensure that the vision turns into action. It’s not just about compliance—it’s about creating a school that every child looks forward to attending.

What Else Can Be Added?

While CBSE has outlined a solid framework, here are 3 additional committees that could be introduced:

  1. Digital Safety & Cyber Etiquette Committee – With rising online exposure, schools must ensure students are protected digitally.

  2. Student Voice & Leadership Committee – Giving students formal roles to co-create school culture.

  3. Sustainability & Environment Committee – For green practices, waste segregation, water conservation, and LiFE-aligned actions.

In 2025, education isn’t just about marks—it’s about mindset, safety, values, and vision. As parents, educators, or students, it’s our right (and duty) to ask: Does our school have these committees? Because compliance is the first step to care.

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Education

Delhi Schools Act Swiftly to Protect Students as IMD Issues Heatwave Alert

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As Delhi records its first major heatwave of the season with temperatures soaring beyond 40°C, schools across the capital are ramping up efforts to safeguard student health. Responding to a yellow alert issued by the India Meteorological Department (IMD), several schools have swiftly implemented precautionary measures to shield children from heat-related illnesses.

To minimise sun exposure, outdoor activities have been suspended after 10 a.m. in many institutions. Schools are also taking proactive steps to ensure hydration, offering traditional cooling beverages such as aam panna, buttermilk, lemonade, and wood apple sherbet within their premises. At ITL International School in Dwarka, Principal Sudha Acharya highlighted how students have been encouraged to carry infused water with cucumber and watermelon, with teachers even integrating cooling drink preparation into their practical lessons.

Tagore International School in East of Kailash has issued advisories to students and parents, recommending protective accessories like caps and umbrellas, and stressing the importance of not sending children to school on an empty stomach—a known risk factor for heatstroke. The school has moved all physical activities indoors to ensure student safety.

Sovereign School in Rohini has echoed similar caution. Chairperson RN Jindal confirmed that outdoor games are now limited to early mornings, while the infirmary is stocked with ORS, glucose, and essential medicines. Regular health checkups are being conducted for students with recurrent illnesses, and the institution is strictly following the guidelines issued by the Directorate of Education (DoE).

These guidelines, issued on March 27, directed schools to avoid afternoon assemblies, ensure proper hydration and ventilation, and promote awareness on protective measures such as wearing light cotton clothing and covering the head with a cloth, hat, or umbrella. Schools were also instructed to report any signs of heat exhaustion or illness to nearby health facilities immediately.

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The IMD’s classification of a heatwave includes maximum temperatures of 40°C or more in the plains or 4.5 to 6.4 degrees above normal. With the rising mercury and health risks for children, Delhi schools are setting an important example in prioritising student well-being amid extreme weather conditions.

Source- PTI | India TV News

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Education

Punjab Launches ₹2,000 Crore ‘Sikhiya Kranti’ Campaign to Upgrade Government Schools

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The Punjab government has launched a ₹2,000 crore campaign titled ‘Sikhiya Kranti’, aimed at upgrading infrastructure and basic amenities across nearly 12,000 government schools in the state. The 54-day campaign was officially launched on Monday by Chief Minister Bhagwant Mann, alongside former Delhi Deputy Chief Minister Manish Sisodia, at the School of Eminence in Nawanshahr.

As part of the initiative, government schools will be equipped with modern learning tools, clean drinking water, high-speed wireless internet, separate toilets for boys and girls, classroom furniture such as desks and chairs, and boundary walls to ensure safety and improved learning environments.

The campaign also includes a school mentorship programme, under which IAS and IPS officers will adopt government schools in rural areas. These officers will mentor students and guide schools in improving learning outcomes. The pilot phase of this initiative will cover 80 Schools of Eminence, with each officer assigned a school for a period of five years, regardless of their place of posting.

The state government has also been sending teachers for training at national and international institutions to upgrade their skills. This upskilling, according to officials, has contributed to a noticeable increase in student enrolment in government schools.

Manish Sisodia, speaking at the event, stated that the Punjab government is working to strengthen the education system by transforming schools and enabling students to pursue their aspirations. He noted that more than 12,000 schools in Punjab have already undergone transformation in the past three years.

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