News
A wave of parents protesting against school fee hikes hits the nation.
The last 3-4 months has seen plenty of action in the Indian edu sector. Parents have been protesting loudly over fee hikes by schools. Schools have been justifying the same as cost of services rendered. The problem lies in the difference in attitude of schools and govt over profit making.
In probably the first time in the annals of educational history in India parents have organised themselves and galvanised against private schools over unregulated fee hikes during the last 3-4 months.
This phenomena is observed across the nation with protests beings staged against schools in Delhi, Bengaluru, Mumbai, Kerala and recently, in Hyderabad. In many cities, this issue has even reached judicial corridors.
Most notably among the parent associations is the Hyderabad School Parents’ Association (HSPA) which received tremendous support from parents across India, when they launched a “missed call campaign” last month. The association exhorted all parents to dial a number on a given day if they wanted school fee to be regulated.
It reportedly received 1.3 lakh calls, of which 17,800 were from Delhi, 14,994 from Maharashtra and 10,550 from Karnataka, clearly reflecting the massive wave of frustration that parents across the country are probably experiencing.
“We are unhappy over the ways in which schools are manipulating parents by hiking admission and transportation fees every year. The CBSE and ICSE by-laws clearly state that the school management should consult parents through chosen parents’ representatives before revising the fee. But we are not convinced about the selection process of the Parent Teacher Association (PTA) itself. Often, parents are unaware of the PTA selection process and are never informed about it,” KASPA vice-president Selvaraj says.
Like many other states, Karnataka has not fixed any limit for school fees. It is notable that in 2014, the department of public instruction had drafted a policy to fix the fee per student in Bengaluru schools. However, the draft had reportedly received 7,000 objections and suggestions from the public and eventually the draft was shelved. In fact, the proposal also received equally strong opposition from school managements.
Dr M Srinivasan, founder-chairperson of GEAR International School in Bengaluru, asks. “The government and the parents consider just the salaries and maintenance cost while calculating the fee, but what about the initial establishment cost?”
Let us look closely at the establishment cost incurred by a school.
“There is no single criteria to measure the establishment cost,” K Satyanarayan, director at Chennai-based New Horizon Media Pvt Ltd and an education blogger, says.
One of the biggest components of a school’s initial expenditure is the cost of land. For example, if the land was purchased at market value or taken on a lease, the management will most likely have the burden of a loan incurred to purchase or take it on lease.
If the private school has obtained the land at a concessional rate then, of course, it is even easier for the school to make a substantial profit.
“In Bengaluru, the Bangalore Development Authority reserves land for educational institutions, but how much of it is actually sanctioned to schools?” D Shashi Kumar, general secretary of the Karnataka State Private School Managements’ Association and the founder of Blossoms School, asks.
According to him, the government used to sanction land in the past for educational institutions, but that has not happened in a decade or so. This means that most schools and educational institutes opened in the last few years have been on privately purchased land at market value.
According to Jayaraman S, a chartered accountant who used to audit private schools in Delhi and is a governing body member of several schools, the Delhi government sanctions land to private school managements at a relatively cheap Rs 45 lakh per acre.
The next head of expenditure is the cost incurred to build the school and provide infrastructural facilities.
This brings us to the question of schools making “reasonable surplus.” The Indian law makes it mandatory for educational institutions to be registered under the Indian Societies Registration Act or Indian Trusts Act. This means that fortunately or unfortunately these institutions are herded in the category of non-profit organisations.What is Reasonable surplus?
However, what complicates matters further is that in various court cases, the apex court has adjudged that educational institutions do have the freedom to make a reasonable surplus. However, the court was clear that there cannot be any profiteering in education and any surplus fee collected should be used only for the school’s development activities or expansion plans.
Regulations and litigation
It is not that states do not have any rules governing fee collection and implementation. In fact, every state has its own fee regulation policy for schools. But the policy itself has become a bone of contention between schools and parents.
Though the Andhra Pradesh high court in 2010 limited the admission fee for private schools to Rs 5,000 per student and that the order was enforced in the same year, still parents in Hyderabad claim that schools have been violating these norms.
“Schools collect non-refundable admission fees, ranging anywhere between Rs 25,000 to Rs 2,50,000,” Seema Agarwal, an executive member of HSPA, says.
In Mumbai, Private Schools of Maharashtra (PoP SoM) is a group that’s fighting unjustified fee hikes. The Maharashtra Educational Institutions (Regulation of Fee) Act allows for a 15% fee hike once in two years, but parents allege that schools have been hiking their fee every year.
Chennai is the only major city that hasn’t seen any major outbreaks due to this issue. The reason is The Tamil Nadu Schools (Regulation and Collection of Fees) Act, 2009, which paved the way for the establishment of the Private School Fee Fixation Committees, who calculated fees based on the school’s locality, the strength of students, classes of study and status of the school.
However, even in Chennai, certain CBSE and ICSE schools approached the Supreme Court questioning the powers of the Fee Fixation Committee, leading to the issue of an interim order by the Supreme Court in January 2016.
The interim order removed the teeth of the Act by stating that the committees are limited to only verifying the fee collected by schools and checking if it is commensurate with the facilities provided; they could not impose any fee ceiling.
Lack of clarity
Satyanarayan feels that the problem lies in the ambiguity on what is allowable and non-allowable expenditure for schools.
Dissecting the Chennai model, he says even that Act is not devoid of faults. He pointed out 2 faults in it. First, the policy doesn’t leave any scope for the schools to experiment. For example, according to the RTE Act, the student-teacher ratio per class should be 30:1. But if a school tries to improve educational outcomes by deploying more teachers, the committee considers it as inflating the expense.
Secondly, the members of the committee are not qualified auditors, but officers of the education department. “They cannot actually gauge the cost and expense of the school,” Satyanarayan observes.
He believes that the problem lies in the absence of a separate authority to regulate the education sector and emphasises that fee regulation has to be viewed holistically.
Whatever the outcome of the recent skirmishes, it seems it will lead to a major restructuring in the ways schools are recognised in the eyes of the law and the expectations parents carry from schools. Who knows, it may actually be the point of inflection where the government schools may see resurgence and even the government may play an active part in resuscitating them.
The Atal Innovation Mission (AIM), NITI Aayog, and the Indo-French Chamber of Commerce & Industry (IFCCI) have signed a Statement of Intent (SoI) to strengthen and expand the Atal Tinkering Labs (ATLs) network across India. The agreement, formalised at the French Embassy in New Delhi during IFCCI’s 3rd CSR Connect Day 2025, marks a significant step in fostering STEM education, digital literacy, and innovation among school students.
The event was attended by H.E. Thierry Mathou, Ambassador of France to India, who praised the partnership for deepening Indo-French collaboration in social development. He highlighted that 2026 will mark the India–France Year of Innovation, encouraging businesses from both nations to invest in sustainable, community-driven impact initiatives through Corporate Social Responsibility (CSR).
Through this partnership, IFCCI and AIM aim to mobilise CSR contributions from French and Indian companies to improve infrastructure, enhance hands-on learning experiences, and bridge the gap between industry and education. IFCCI, which has already executed over 86 CSR projects benefiting more than 15,000 people across India, will leverage its network to support ATL expansion, particularly in underserved schools.
Mission Director of AIM, Deepak Bagla, noted that over 11 million students have already benefitted from the ATL initiative, which he called “one of the world’s largest grassroots innovation programs.” He said, “From the northernmost village school to the southernmost, innovation is thriving everywhere. The real story lies not in the scale, but in the creativity of the ideas students are building.”
A Shared Vision for Inclusive Innovation
The collaboration aims to make innovation accessible to all students by promoting digital tools, teacher training, and student challenges that inspire curiosity and problem-solving. IFCCI Director General Payal S. Kanwar added, “This partnership is a step forward in empowering youth with 21st-century skills. We aim to bridge the gap between industry and education and make innovation accessible to every student, especially in underserved regions.”
However, as the Atal Tinkering Labs expand, addressing operational challenges remains crucial. Reports by UNICEF and The New Indian Express underscore that access to digital tools alone cannot guarantee innovation without inclusive design, mentorship, and ethical technology use. UNICEF’s SPARK Labs model, which links creativity with social change, offers a useful reference — encouraging schools to blend innovation with empathy, inclusion, and purpose.
Challenges and Areas for Improvement
Despite the ATL program’s remarkable reach, a 2023 assessment highlighted several gaps. Nearly 58% of ATL teachers lack a STEM background or structured training, resulting in inconsistent mentorship. In many schools, ATL sessions are not integrated into the timetable, limiting daily engagement. Moreover, less than 10% of schools report active student participation due to limited guidance and parental scepticism about its academic value.
Operational hurdles like irregular funding, defective equipment, and poor monitoring systems have also hindered consistent performance. Some schools struggle to maintain labs once initial grants are exhausted, while others lack a mechanism to track outcomes effectively.
The Way Forward
For the AIM–IFCCI partnership to achieve its full potential, a few key steps can strengthen impact:
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Teacher Capacity Building: Introduce regular certification-based training programs, preferably in collaboration with universities and tech firms.
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Curriculum Integration: Embed ATL projects within school timetables and link them with existing subjects like science and mathematics.
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Mentorship Networks: Connect schools with local innovators, start-ups, and CSR professionals for year-round engagement.
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Monitoring Systems: Deploy digital dashboards to track participation, tool usage, and project outcomes for better transparency.
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Community Awareness: Conduct parent and community outreach sessions to showcase how tinkering enhances academic learning and future employability.
If executed effectively, this Indo-French collaboration can redefine India’s innovation ecosystem by turning every school into a space where curiosity meets creation. The challenge now lies in ensuring that every student, regardless of background, not only has access to a lab but also the guidance and confidence to build something meaningful within it.
The Ministry of Education’s Department of School Education and Literacy (DoSEL) has joined the Government of India’s Special Campaign 5.0, running from 2nd to 31st October 2025. The campaign focuses on institutionalising cleanliness (Swachhata), improving efficiency in governance, and enhancing the physical environment of schools across India.
A key goal of the campaign is to ensure that schools provide a clean, safe, and engaging atmosphere for students. States and Union Territories have been encouraged to carry out whitewashing, repainting, and minor repairs such as maintaining functional toilets, fixing flooring, and replastering walls. Refurbishing name boards, reclaiming unused spaces, and improving campus aesthetics are also part of the drive.
To make school environments more vibrant, schools are being encouraged to create murals and wall art inspired by traditional Indian art forms such as Madhubani, Kalamkari, and Warli. These creative efforts will not only beautify campuses but also serve as Building as Learning Aid (BaLA) resources, helping students connect with India’s cultural heritage.
Community involvement forms a central part of Special Campaign 5.0. The Ministry is encouraging schools to involve alumni and local communities through the Vidyanjali platform — a DoSEL initiative that connects volunteers and supporters with government and aided schools. Panchayati Raj Institutions are also being engaged to help local schools upgrade and maintain their infrastructure.
Beyond school-level improvements, the campaign also aims to enhance efficiency in governance. Government offices are reviewing, categorising, and clearing obsolete physical and digital records, while systematically indexing and digitising important files. This process is expected to declutter offices, optimise space, and improve workflow management.
The Department of School Education and Literacy is coordinating with all stakeholders to make cleanliness, participation, and efficiency integral to school operations. The Ministry envisions the campaign as a step towards creating cleaner campuses, more efficient systems, and a stronger sense of ownership within the education ecosystem.
The National Council of Educational Research and Training (NCERT) has launched a new educational module titled ‘Swadeshi’, aiming to instil the values of self-reliance and national pride among school students. The initiative aligns with the vision of building an Atmanirbhar Bharat and draws inspiration from Prime Minister Narendra Modi’s address on the 79th Independence Day.
The Swadeshi Module highlights the broader meaning of self-reliance, extending beyond trade and economics to include confidence, innovation, and national capability. It recalls the Prime Minister’s message that self-reliance is directly linked to a nation’s strength and ability to progress, emphasising that a decline in self-reliance can lead to a loss of capability and confidence.
Tracing its roots to India’s freedom struggle, the module revisits the 1905 Bengal Partition, when Indians boycotted British goods and turned towards indigenous products. It portrays the Swadeshi movement as both an act of resistance and a creative force that gave rise to Indian industries and enterprises.
According to NCERT, the new module encourages students to see Swadeshi not just as a historical concept but as a living philosophy that continues to shape India’s modern identity. It connects the values of the freedom movement with today’s national initiatives such as Make in India, Start-up India, Digital India, Vocal for Local, and Atmanirbhar Bharat. Each of these programmes, the module explains, reinforces India’s pursuit of self-reliance through innovation, entrepreneurship, and local production.
By introducing this module, NCERT aims to nurture a generation of students who understand the importance of creating, producing, and innovating within India, fostering both self-belief and collective national responsibility.
Saahas, a Delhi-based non-profit organisation founded by Class 11 student Navya Mrig of The Ram School, Moulsari, Gurugram, is creating awareness about organ donation and working to counter myths that prevent families from giving timely consent.
Established in 2024, Saahas focuses on every aspect of organ donation, particularly deceased organ donation where family approval must be granted quickly. The organisation highlights that hesitation and misinformation often stop families from making decisions that could save lives.
To address this, Saahas conducts workshops, myth-busting talks, and seminars in schools, resident welfare associations, hospitals, and workplaces. These sessions explain processes such as brain-stem death certification and the role of family consent in simple, clear terms. Each session concludes with practical guidance, ensuring participants leave with both knowledge and actionable steps.
The initiative has also developed resource kits with slide decks, facilitator notes, QR-linked checklists, and referral contacts to make it easier for schools and institutions to host repeatable sessions. Saahas partners with community groups and healthcare institutions to co-host Q&A sessions with clinicians and transplant coordinators, and also honours donor and recipient families through small ceremonies that highlight the impact of organ donation.
At its core, Saahas is designed to bring organ donation discussions into everyday spaces rather than waiting for the urgency of hospital decisions. By focusing on conversations in classrooms, community meetings, and staff rooms, the organisation aims to gradually build a culture where organ donation is better understood and more widely accepted.
Navya’s initiative reflects how young people are increasingly taking up important social causes and contributing to public awareness campaigns with structured, replicable models.
(News Source- ANI)
A recent report by India Today has put the spotlight on the deep contradictions in how India treats its teachers. While the profession is revered in public discourse and celebrated in ceremonies, the reality of poor pay, massive vacancies, and crushing workloads threatens the future of quality education in the country.
The report, authored by Megha Chaturvedi, shares the story of a government school teacher in rural Bihar who manages five grades, multiple subjects, administrative duties, and a long commute — all for a monthly pay of just ₹12,000. It is a picture that repeats across India, where respect is high but reward is missing.
Respect vs Pay
According to UDISE+ 2024–25 data, India’s teaching workforce has crossed 1 crore, with women making up 54.2%. Yet, over 1 million teaching posts remain vacant, concentrated in states like Uttar Pradesh (3.2 lakh) and Bihar (2.2 lakh). More than 1 lakh schools still run with just a single teacher, and some rural institutions report zero enrolment.
Teacher salaries are shockingly unequal. Permanent government teachers may earn ₹35,000 to ₹60,000 per month with benefits, but guest or contractual teachers often earn between ₹6,500 and ₹12,500, with delays stretching into months. Even in metro private schools, where parents pay lakhs in annual fees, teachers may take home just 2–10% of that amount.
International comparisons highlight the gap further. India ranks among the top 10 nations for respect towards teachers, yet falls to the bottom when it comes to pay and working conditions.
The Consequences
Low pay and insecure contracts drive talented graduates away from teaching. Those who stay face burnout from handling multiple grades or excessive administrative duties. Morale suffers when salaries are delayed, creating inequality between well-paid urban private school teachers and struggling rural counterparts. The result is a two-tiered system where students’ learning is directly compromised.
Policy Moves
Some states have taken steps. Karnataka recently raised guest teacher pay to ₹12,000–₹12,500, though teachers demand at least ₹30,000. Bihar and West Bengal have launched recruitment drives to fill thousands of vacancies. But reforms remain piecemeal. The India Today report makes it clear that modest hikes are not enough to match workload or cost of living, and insecurity continues to define contractual positions.
What Needs to Change
India may call its teachers “gurus” but without dignified salaries, stability, and recognition, the profession risks becoming even less attractive to young graduates. For education to thrive, teaching must be seen as a rewarding and respected career. ScooNews has been consistently working to spotlight teacher voices and celebrate educators who innovate against the odds. Yet change cannot come from media or policy alone. We need educators themselves to step up and demand better, and institutions to stop treating education as a business rather than a public service.
A practical way forward would include setting a national minimum pay scale of at least ₹30,000 per month for all full-time teachers, clearing the backlog of 1 million vacancies within the next three years, and ensuring strict timelines for salary disbursement. Governments and boards must invest at least 6% of GDP into education as repeatedly recommended, with a clear allocation for teacher training, well-being, and incentives. Schools must commit a fixed percentage of fee revenue directly to teacher salaries, while also offering pathways for career growth through research, leadership roles, and international exposure.
Teaching is perhaps the most undervalued profession in the nation today. If India is to build a future-ready generation, it must invest in its teachers with the same seriousness it reserves for infrastructure or defence. Respect in words is not enough. Teachers must be valued in pay, dignity, and opportunity.
You can read the full report here.
Education
NCERT to Grant Equivalence to Class 10 and 12 Certificates Across Boards for Admissions and Jobs
The Government of India has entrusted the National Council of Educational Research and Training (NCERT) with the responsibility of granting equivalence to Secondary (Class 10) and Senior Secondary (Class 12) certificates issued by different School Education Boards in the country. This equivalence will apply for admissions to higher education institutions and eligibility for employment under the Central and State Governments as well as Union Territories.
The notification, published in the e-Gazette on 6 September 2025 by the Department of School Education and Literacy, Ministry of Education, supersedes the earlier order of 15 November 2021 which had assigned this responsibility to the Association of Indian Universities (AIU).
Under the new arrangement, NCERT will discharge this responsibility through its National Assessment Centre, Performance Assessment, Review and Analysis of Knowledge for Holistic Development (PARAKH). Established under the provisions of the National Education Policy (NEP) 2020, PARAKH has been tasked with creating a robust, academically rigorous framework for determining equivalence while upholding the highest educational standards.
The system will apply to all recognised Indian School Boards established by an Act of Parliament or State legislature, by executive orders of the Central or State Governments, or by statutory bodies with the mandate to run school education. By placing the responsibility with NCERT, the government aims to streamline equivalence and reduce complications for students moving between boards.
The notification further clarifies that once NCERT grants equivalence, it will automatically be considered as inter-se parity among all recognised boards in India. This will smoothen student mobility across boards, ensuring that certificates are universally recognised for both academic progression and employment opportunities at the national level.
The Government is working on incorporating skill-based learning into the curriculum of Classes 11 and 12, in line with the recommendations of the National Education Policy (NEP) 2020. Union Education Minister Dharmendra Pradhan announced the move during the Dakshinapatha Summit 2025 held at the Indian Institute of Technology, Madras.
Pradhan emphasised that India’s education system needs a paradigm shift, moving beyond degree and certificate-oriented models to competency-based approaches. “We are on the job to introduce skill-based curriculum of Class 11 and 12,” he said, underlining the importance of preparing students for a rapidly evolving world of work.
According to the Minister, one of the central recommendations of the NEP 2020 is skill-based education. While previously optional, skilling will now become a formal part of schooling, starting as early as Class 6. The new curriculum will integrate areas such as computer coding, drone technology, and artificial intelligence, alongside conventional subjects like mathematics and languages. “Now, we are planning to introduce skilling also. It is a new era. We have to train our youngsters and align them with the new curriculum structure,” Pradhan explained.
The Minister highlighted examples of innovation emerging from IIT Madras, including student-led startups. He thanked IIT-M Director Kamakoti and his team for promoting and facilitating young talent. He also noted how the NEP has enabled students excelling in fields such as sports and music to access IIT programmes, which were previously out of reach.
Pradhan reiterated that languages play a crucial role in communication, adding that knowledge of multiple languages, including Tamil, reflects India’s cultural and intellectual vibrancy. On the same occasion, he interacted with students from Tamil Nadu government schools who had joined IIT Madras through the ‘IITM for All’ initiative, particularly its four-year online BS Data Science programme.
With over 1.75 lakh startups in India, Pradhan noted that the education system must support a shift from job-seeking to job-creating. He described the NEP 2020 as a philosophical document guiding the country towards the vision of Viksit Bharat by 2047.
Source: PTI
The Maharashtra state education department has announced an ambitious plan to send 51 finalists of its school-level science project competitions on an educational tour to the National Aeronautics and Space Administration (NASA) every year. The initiative, however, still awaits final approval despite having been cleared in principle by Chief Minister Devendra Fadnavis earlier this year.
Minister of State for School Education Pankaj Bhoyar explained that the move is designed to recognise the efforts of students beyond prize-winning entries. “The state education department organises science project competitions at various levels. While we extend prizes to the best projects, the efforts taken by students who do not win prizes should also be given their due recognition. Therefore, the plan to honour their efforts was formulated,” he said.
According to the proposal, students with the top 21 projects from the tehsil-level competition will be taken to visit a science centre at the division level. Winners of the top 51 projects at the district level will be taken to the Indian Space Research Organisation (ISRO) headquarters in Bengaluru. The final 51 students selected at the state-level competition will be taken on a study tour to NASA. The programme has been named the Chief Minister Vidyarthi Vigyan Vari.
Officials within the department have confirmed that the proposal requires an annual budget of around Rs 3 crore for the NASA trip. While the costs for tehsil and district-level visits will be met through District Planning and Development Council (DPDC) funds, the NASA tour requires state-level approval. “We hope to get clearance soon,” an official said.
The initiative aims to encourage students to pursue scientific research beyond one-off projects and to inspire them through exposure to advanced scientific institutions. “The aim is to encourage students not to stop at one science project but to push them further into the world of scientific research,” Bhoyar said.
In a related move, the state government has recently increased the prize money for the winner of the state-level science project competition from Rs 5,000 to Rs 51,000, underlining its commitment to promoting innovation among young learners.
Education
Ministry of Education launches Viksit Bharat Buildathon 2025 to Ignite Innovation among School Students
The Ministry of Education today launched the Viksit Bharat Buildathon 2025, a nationwide innovation movement aimed at engaging school students across India. Organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission, NITI Aayog, and AICTE, the initiative was formally unveiled with the release of its jingle and logo.
The event was attended by Secretary, Department of School Education & Literacy, Sanjay Kumar; Principal Director General, Press Information Bureau, Dhirendra Ojha; Chairman, AICTE, Prof. T. G. Sitharam; Vice Chairman, AICTE, Abhay Jere; Mission Director, AIM, NITI Aayog, Deepak Bagla; Additional Secretary, DoSEL, Dhiraj Sahu; along with senior officials of the Ministry, Kendriya Vidyalaya Sangathan, and Navodaya Vidyalaya Samiti.
Speaking on the occasion, the Education Minister said that the Viksit Bharat Buildathon, the largest-ever school hackathon, would further strengthen grassroots innovation by encouraging students to ideate and develop products around four themes: Vocal for Local, Atmanirbhar Bharat, Swadeshi, and Samriddhi. The initiative is expected to celebrate student-led innovations, drive a new wave of creativity in schools, and position the younger generation as key contributors to a self-reliant and developed India.
Sanjay Kumar, Secretary, DoSEL, presented a detailed overview of the Buildathon, outlining its potential to nurture innovation at scale across the country.
The Viksit Bharat Buildathon 2025 aims to inspire creative thinking for national development, foster self-reliance and sustainable growth, engage schools in synchronized innovation, and showcase India’s innovation capabilities globally. The event also aspires to set a potential world record while celebrating young problem-solvers at both national and international platforms. The initiative builds on the success of the School Innovation Marathon 2024, which resulted in programmes such as the Student Innovator Programme (SIP) and the Student Entrepreneurship Programme (SEP), along with patents and startups emerging from Atal Tinkering Labs.
The journey of the Buildathon begins today, September 23, with registrations open until October 6 on the Viksit Bharat Buildathon portal (https://vbb.mic.gov.in/). Schools will then undergo a preparation period from October 6 to October 13, during which teachers will guide student teams through the portal process. Students will subsequently submit their ideas and prototypes online. The highlight of the initiative, the Live Synchronized Innovation Event, will be held on October 13. Final entries will be accepted until October 31, followed by a two-month evaluation period from November 1 to December 31. The results and felicitation of the top 1,000 winners will be announced in January 2026.
A video on the Viksit Bharat Buildathon 2025 was screened during the launch, showcasing its themes and objectives.
As we approach closer to International Day of Democracy on 15 September, I note that too often it feels like a ceremonial date, there in the calendar, acknowledged in our social media posts or a few articles but rarely lived. This year feels different because of what we are witnessing just across the border in Nepal.
Over the past week, the country’s young people have stepped onto the streets in a movement that has already become one of the most remarkable democratic awakenings of recent times. Their demand is clear: an end to corruption and the beginning of accountable governance. What makes this moment extraordinary is not only the courage to speak up but the way in which they have chosen to act. They have nominated their own candidate for the prime minister’s office. They are marching in huge numbers yet also bending down to collect trash after the rallies. They are organising traffic, repairing roads, giving first aid to strangers. They are not tearing down a nation, they are stitching it back together in full public view.
This is the generation that adults so often accuse of being lethargic, self-absorbed, or distracted by screens. In Nepal, the same generation has shown that democracy can be reclaimed and rebuilt when the young decide to act with clarity and purpose. They are proving that democracy is not just a system of elections and slogans. It is a lived responsibility where every citizen must carry their share of the weight.
Modern protests look very different from those of the past. They are no longer confined to placards and sit-ins. They are physical and digital at once, fuelled by the energy of young people who know how to use social media not only to amplify outrage but also to organise, to mobilise, and to build communities of action.
The world has seen hashtags rise and fade like shooting stars. Nepal’s youth have gone beyond that. They are grounding their protest in discipline, service, and responsibility. That is what makes it impossible to ignore.
And why should this matter to us across the border?
For educators in India, there is a powerful reminder here. Democracy is only as strong as the awareness of its youngest citizens. A classroom that teaches civics as a dry subject but does not teach students how to live its values is missing the point. Critical thinking, civic sense, and media literacy are no longer optional add-ons. They are survival skills in a democracy that must constantly defend itself against apathy, misinformation, and abuse of power.
The message is not that Indian students must take to the streets at the first sign of discontent. The message is that they must never take their rights for granted. They must understand that those in power are always less powerful than the power of the people. Questioning authority with responsibility, demanding accountability without violence, and raising their voice when it matters most are not acts of rebellion. They are the beating heart of democracy.
Teachers, parents, and institutions often worry that if children are taught to question, they will lose respect for authority. Nepal’s youth are showing us that the opposite is true. When young people learn how to question responsibly, they do not weaken democracy. They strengthen it. They protect it. They ensure that it does not become an empty word.
On this International Day of Democracy, Nepal’s streets are giving us a lesson no textbook can. Democracy is not a static gift handed down by leaders. It is a daily act of participation, awareness, and responsibility. If we want India’s democracy to remain alive and resilient, our classrooms must prepare young people not only to dream about their future but also to defend the principles that make that future possible.
Atal Innovation Mission and IFCCI Join Hands to Scale Up Atal Tinkering Labs Across India
Ministry of Education to Promote Clean and Vibrant School Environments
NCERT Introduces ‘Swadeshi Module’ to Foster Self-Reliance and Indian Values in Schools
Class 11 Student Navya Mrig on a Mission to Bust Myths About Organ Donation
India Loves its Teachers, Just Not Enough to Pay Them: India Today Reports
NCERT to Grant Equivalence to Class 10 and 12 Certificates Across Boards for Admissions and Jobs
Government Plans to Introduce Skill-Based Learning in Class 11 and 12 Curriculum
Maharashtra Education Department Plans Students’ Tour to NASA
Ministry of Education launches Viksit Bharat Buildathon 2025 to Ignite Innovation among School Students
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