The debate around smartphones in schools has gained fresh momentum following a Delhi High Court ruling that a complete ban on smartphones for students is “undesirable and unworkable”. This decision aligns with the evolving global discourse on whether restricting mobile phones in schools improves learning outcomes or stifles digital literacy. While concerns around screen addiction, cyberbullying, and distractions in classrooms remain valid, an outright ban may deny students access to essential learning tools, safety, and connectivity.

With 79 education systems worldwide banning smartphone use in schools by the end of 2024 (UNESCO Global Education Monitoring Report, 2025), India now faces the challenge of formulating balanced policies that regulate smartphone use while ensuring digital inclusivity and responsible online behaviour.

Delhi HC: Ban is “Undesirable and Unworkable”

The Delhi High Court, in its February 28 ruling, acknowledged both the harmful and beneficial aspects of smartphone usage in schools. While the indiscriminate use of phones can impact student focus, expose them to cyber risks, and encourage excessive social media engagement, the court recognised that smartphones serve crucial purposes, such as:

• Ensuring safety and coordination between parents and children
• Providing access to educational resources, research tools, and digital learning platforms
• Enhancing student engagement through AI-based and gamified learning apps

Instead of a blanket ban, the court proposed regulated use, allowing schools to create structured policies for monitoring smartphone usage while keeping students informed about digital well-being, online etiquette, and responsible internet use.

The Court’s Guidelines on Smartphone Use in Schools:

• Schools must educate students on responsible online behaviour and ethical smartphone use
• Students should be counselled on the risks of excessive screen time, social media anxiety, and cyberbullying
• Where possible, students may deposit smartphones upon entering school and retrieve them at home time
• Classroom use must be prohibited, and camera/recording functions should be disabled in common areas and school vehicles
• The policy should be developed with input from educators, parents, and digital safety experts

The Central Board of Secondary Education (CBSE) and Delhi’s Directorate of Education have been directed to formulate revised guidelines based on the ruling.

The Global Perspective: Countries Banning Smartphones in Schools

According to the UNESCO Global Education Monitoring Report (2025), a growing number of education systems worldwide are implementing strict regulations on smartphone usage in schools. As of 2024, 79 education systems (40%) had introduced bans in some form.

• China: Schools in Zhengzhou require written parental consent to use smartphones for academic purposes.
• France: A “digital break” policy was introduced in lower secondary schools to complement existing phone bans.
• Australia & Spain: Some regions have imposed strict bans, while others allow individual schools to draft their own regulations.
• United States: 20 out of 50 states have enacted restrictions, with some allowing exceptions for students requiring learning accommodations.

Despite these regulations, UNESCO’s report warns against over-restricting smartphone use, arguing that technology should only be banned if it disrupts learning and does not support educational outcomes.

The Learning vs. Distraction Debate

The 2023 GEM Report cited research indicating that smartphone bans in countries like Belgium, Spain, and the UK improved learning outcomes, especially for struggling students. However, it also raised concerns about equity, stating that students must learn to navigate technology rather than be shielded from it entirely.

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India has yet to implement a nationwide smartphone policy for schools, but many institutions have internal restrictions on mobile usage. While the Delhi High Court ruling offers guidance, a broader national discussion is required to strike the right balance between technological innovation and student well-being.

Who Stands to Lose if Smartphones Are Banned?

While privileged students may have alternative access to digital resources at home, a complete ban on smartphones could disproportionately impact lower-income students who depend on mobile devices for online learning, research, and access to educational apps and AI-based tutoring tools. These devices also serve as gateways to government-led digital learning initiatives like DIKSHA and PM eVidya, as well as crucial resources for career counselling, scholarships, and college applications. Eliminating smartphone access in schools could further widen the digital divide, hindering India’s goal of building a digitally literate workforce at a time when technology-driven skills are becoming essential in global job markets.

Why Smartphones Are Essential in Education?

1. Safety and Connectivity

In an unpredictable world, smartphones provide a crucial safety net for students and parents. Real-time communication ensures students can report emergencies, navigate transport routes, and stay connected with family.

2. Digital Learning and AI-Based Education

With the rise of AI-driven education, smartphones serve as gateways to:

• AI-powered tutoring platforms that personalise learning experiences
• Online courses, coding platforms, and gamified STEM learning
• Language-learning apps and digital libraries

3. Encouraging Self-Directed Learning

Apps like Coursera, Udemy, and LinkedIn Learning allow students to acquire real-world skills beyond traditional textbooks, preparing them for 21st-century careers.

4. Bridging the Digital Divide

For students from rural and underserved areas, smartphones may be their only means of accessing quality educational resources, bridging the gap between privileged urban learners and those in resource-limited settings.

5. Future-Ready Skills

The Delhi High Court’s emphasis on digital literacy is crucial—students must be taught not just how to use technology, but how to use it responsibly. Schools should integrate:

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• Workshops on cyber safety and responsible social media use
• AI and coding bootcamps to prepare students for future careers
• Digital etiquette lessons to ensure ethical online behaviour

Aim for Balanced Smartphone Policies

As India moves towards Viksit Bharat 2047, its policies on technology in education will shape how well students adapt to the future. Instead of outright bans, schools must:

✅ Develop structured smartphone use policies in consultation with educators, parents, and digital experts.
✅ Educate students on ethical digital use, cyber safety, and screen-time management.
✅ Allow controlled use of smartphones for educational purposes while restricting recreational distractions.

Hence, India must find a middle ground—A well-balanced policy will ensure that students benefit from digital learning tools while minimising the risks of excessive screen time and online distractions.

In a world where the speed of change is often breathtaking, traditional pathways through education are being questioned more than ever. High school students today are increasingly turning away from the conventional route of pursuing undergraduate degrees. Instead, they are opting for direct skill acquisition—learning that is more targeted and often more in sync with the evolving job market. This shift is also reflected in the recruitment practices of modern businesses, where the emphasis on degrees is waning in favour of demonstrable skills and practical experience.

The Rise of Skills Over Degrees

The reasons behind this educational shift are manifold. Firstly, the soaring costs of university education are a significant deterrent. With higher education costs ballooning, students and their families are re-evaluating the return on investment of a traditional university degree. The burden of student loans is formidable, prompting many to question the financial wisdom of this path, especially when there is no guaranteed employment at the end.

Moreover, the rapid pace of technological advancement means that many jobs available today did not exist a decade ago. Many of the skills required for these new roles are not adequately covered in traditional degree programs. This discrepancy has led to the popularity of vocational training and online courses that offer specific skills relevant to particular industries or roles.

Shifting Recruitment Practices

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On the recruitment front, there is a noticeable shift in priorities. Companies across various sectors are increasingly valuing skills and practical experience over formal educational qualifications. This change is partly due to the dynamic nature of modern industries, where adaptability and practical skills often trump theoretical knowledge.

Businesses are looking for employees who can contribute immediately, without the need for extensive on-the-job training. As a result, candidates with hands-on experience and specific skill sets, such as digital marketing expertise or coding proficiency, are becoming more attractive to employers than ever before.

Case Studies and Success Stories

This trend is exemplified by the success stories of individuals who have bypassed traditional educational routes to achieve career success. Tech giants like Google, Apple, and IBM are among those who have revised their hiring criteria to include candidates without degrees, provided they have the necessary skills.

A thought-provoking LinkedIn post by Akshal Agarwal, Co-Founder of NatureNurture, sparked an important conversation about prioritising skills over degrees. This debate highlights the growing need for a workforce that values competencies and hands-on experience over formal educational qualifications.

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Educational platforms such as Coursera, Udemy, and LinkedIn Learning are capitalising on this shift, offering courses designed to develop specific skills that meet the immediate needs of businesses. These platforms also provide certifications that, while not formal degrees, are highly regarded in various industries.

Looking Ahead

The educational landscape is witnessing a profound shift, as more high schoolers choose skill-based learning paths over traditional university degrees. This trend is mirrored in the evolving recruitment strategies of companies, which now prioritize practical skills and experience over formal qualifications. This paradigm shift signals a move towards a more adaptable, skill-focused society where performance and practical abilities are valued above academic credentials. As we navigate this change, it’s vital for educators and policymakers to ensure that our education systems are equipped not just to prepare students for exams, but to equip them for real-world challenges.

This article is authored by- Ravi Santlani, Founder, CEO & Group Editor at ScooNews

The IB PYP curriculum is structured to support an inquiry-based approach,  guided by empathy, kindness, and the concept of the “power of yet,” which fosters  validation within a safe, non-judgmental space. While physical safety is crucial,  emotional safety is equally important. This emotional safety must first be  nurtured within the individual, who then becomes the facilitator, replicator, and  enabler of such an environment. As a result, the curriculum extends beyond a  mere written framework; it is a living approach—one that nurtures a culture of  coexisting ideas, fostering both personal growth and collaborative learning 

So what is this “Power of Yet?” 

The “power of yet” is a concept popularized by psychologist Carol Dweck, rooted  in the growth mindset theory. It refers to the belief that abilities and intelligence  can be developed through effort, perseverance, and learning. When someone  says “I can’t do this,” the “power of yet” suggests adding “yet” to the statement— 

“I can’t do this yet.” This small shift helps to reframe challenges as opportunities  for growth rather than fixed limitations. It encourages a mindset where mistakes  are seen as a natural part of the learning process and success is achievable  through continuous effort and improvement. 

As a Visual arts facilitator I always kept asking myself how to enable this non judgmental space? I continue to pen my conversations with likeminded  individuals. 

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In today’s educational landscape, the significance of nurturing self-expression in  children cannot be overstated. As we navigate a world increasingly focused on  emotional intelligence and creativity, primary art classes stand out as vital  spaces for young learners. These classes provide children with opportunities to  explore their identities and express themselves creatively. A powerful approach  to enhancing this environment involves the concepts of “yes” and “yet.” By  integrating these affirmations, educators can create a validating atmosphere that  empowers children to embrace their individuality and artistic expression. 

How to validate?  

One of the most effective ways to create a nurturing environment in an art class  is through validation/ the power of “yes.” When children present their artwork  or ideas, a teacher’s enthusiastic affirmation can make a significant impact.  Positive responses to a child’s creative choices not only boost their confidence  but also reinforce their sense of belonging within the classroom community.

For instance, consider a scenario where a child shows their painting of a  fantastical landscape. A teacher might respond with, “Yes, I love the colors you’ve  chosen! They really bring your imagination to life!” Such affirmations validate  the child’s effort and creativity, encouraging them to take pride in their unique  perspective. This practice fosters a culture of positivity where students feel  encouraged to share their ideas freely. 

Moreover, acknowledging children’s feelings is vital in this context. Art can be an  emotional outlet, and children often face frustrations or self-doubt during the  creative process. If a student expresses frustration about their work, a teacher  can respond with empathy: “Yes, it’s okay to feel that way. Art can be  challenging!” This validation helps children feel understood, creating an  environment where they are more willing to share their thoughts and emotions. 

The concept of “yet” is equally powerful in promoting validation and a growth  mindset among young artists. When children encounter difficulties For example,  if a child struggles with a particular technique, the teacher might say, “You  haven’t mastered it yet, but let’s try together!” This simple shift in language  redefines challenges as opportunities for growth, helping children understand  that mastery comes with practice and persistence. By embedding “yet” into  classroom discussions, educators encourage children to see their artistic journey  as ongoing and evolving. 

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Using “yet” also allows children to recognize their potential. If a student states,  “I can’t draw this,” the teacher can reply, “You can’t draw it yet! Let’s practice  some more.” This reframing not only promotes resilience but also instills a sense  of hope and determination. Children learn that struggles are part of the creative  process, and that improvement is always within reach. 

“They are copying me!” – Creating a Safe Space 

To truly unlock the potential of “yes” and “yet,” it is essential to cultivate a  classroom environment that prioritizes safety, support, and respect. Central to  this is fostering a culture of non-judgmental feedback, where students feel  empowered to share their ideas and creations without fear of criticism.  

Often, I observe students covering their artwork or hiding their work, anxious  that their peers may copy them. It is crucial to acknowledge and validate these  concerns. Through thoughtful discussions on academic integrity and the  importance of crediting others’ work, we can shift the conversation. Instead of  labeling it as “copying,” we can frame it as “being inspired by,” transforming what  could be a negative feeling into a positive, growth-focused one. By encouraging  students to recognize and express their sources of inspiration, we not only honor 

their creative process but also promote a culture of respect and collaboration,  where each individual’s contributions are valued. 

Non-Judgmental Feedback to us and to the learners  

I have consistently observed my mentor’s approach during our team discussions,  where he emphasizes acknowledging what went well, while also creating space  for constructive “even better if” feedback. He provides clear, actionable  feedforward that is both practical and attainable, which has been invaluable in  helping me refine and improve my work. Additionally, he encourages the team to  reflect on their successes through anecdotes, coupled with achievable  feedforward, which effectively scaffolds the learning process. This approach  nurtures a growth mindset and empowers individuals to build on their strengths,  fostering meaningful progress in their ongoing journey of improvement. 

In celebrating the art of being, we lay the foundation for a generation of confident,  creative individuals. Art classes, when infused with the power of “yes” and “yet,”  become transformative spaces where children can thrive, experiment, and  ultimately discover who they are as artists and as people. Through this journey,  they learn that their voices matter, and that their unique expressions contribute  to the vibrant tapestry of the world around them.

This article is authored by– Neha G Utmani, Visual Arts Faculty, The Kulish School, Jaipur. She recently led the school to an India record for the longest Dot Art created by a school in a single day. Beyond her achievements, she is a dedicated educator who nurtures and grooms children through art in a deeply therapeutic way.

Bibliography:  

Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House. 

Thomas, M. (2013). The Art of Encouragement in Education. Routledge. 

Costa, A. L., & Kallick, B. (2008). Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success.  ASCD. 

McKenzie, T. (2013). Teaching and Learning Through Inquiry: A Case Study Approach. Solution Tree Press. McKenzie, T. (2014). The Inquiry-Based Learning Revolution: A Teacher’s Guide to Transforming Your Classroom. Corwin.

As India strives to become a developed nation by 2047, investing in education and physical development is paramount. With the world’s largest youth population and a median age of 28, India is poised for a demographic dividend—a period where a large working-age population can significantly boost economic growth. However, failure to adequately educate, upskill, and ensure the well-being of this young population could lead to a crisis of underemployment and social instability, as highlighted by the World Bank and IMF.

A Missed Opportunity Without Education

India’s literacy rate currently stands at 74.5%, trailing the global average. The Annual Status of Education Report (ASER) 2024 revealed gaps in rural literacy and foundational skills, pointing to a need for immediate intervention. To meet the Sustainable Development Goals (SDGs), which include universal education by 2030, India must increase its education spending from 4.6% to at least 6% of GDP, as recommended by UNESCO.

India’s neighbouring nations have shown varying levels of investment in education, with some surpassing UNESCO’s recommended target of 4-6% of GDP. Bhutan leads the region by allocating 7.5% of its GDP to education, reflecting its strong commitment to human development. Nepal follows closely with 6%, aligning with Sustainable Development Goals (SDGs) and ensuring steady progress in literacy and quality education. In contrast, Pakistan significantly lags behind, investing only around 2% of its GDP in education, contributing to persistent challenges in literacy and educational access. India, currently allocating 4.6% of its GDP to education needs increased investment to bridge educational gaps and fully leverage its demographic advantage.

Experts argue that increasing funding for both formal education and vocational training is essential. According to the IMF, inadequate investment in education and health could result in India squandering its demographic dividend. By bridging the gap between current spending and SDG targets, India can provide access to quality education and skill-building initiatives, thereby empowering youth with future-ready skills.

Beyond Academics: The Case for Physical Education

Parallel to academic learning, physical education is vital in ensuring holistic development. According to a 2024 UNESCO report, more than two-thirds of secondary school students worldwide do not receive the minimum recommended hours of physical education. India is no exception, and the limited emphasis on physical education could hinder long-term benefits, including improved mental health, academic performance, and productivity.

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UNESCO Director-General Audrey Azoulay stresses, “Physical education not only improves pupils’ health but also their academic performance and personal development. It should be treated as a core subject, not an extracurricular activity.”

UNESCO’s recommendations highlight five critical areas for member states:

1. Improving the training of sports educators.
2. Increasing investment in infrastructure.
3. Developing inclusive physical education programs.
4. Increasing allocated hours for physical education in school curricula.
5. Integrating the values of sport into educational programs.

The benefits are evident: physical education can reduce student obesity rates by 30%, improve exam scores for 40% of students, and prevent anxiety and depression among youth. Schools that prioritise sports also report improved attendance and behaviour. However, India currently allocates less than 2% of its education budget to physical education, significantly below the recommended level.

Investing in Holistic Development

To fully harness its demographic advantage, India must adopt a holistic education policy that integrates physical education into the broader academic framework. The growing focus on sports through initiatives such as Khelo India needs to be complemented by increased funding for grassroots physical education in schools. Audrey Azoulay notes that integrating sports values into education builds empathy, teamwork, and resilience, which are essential for navigating the challenges of a rapidly changing world.

Closing the Gap with Public-Private Partnerships

Public-private partnerships (PPPs) have the potential to bridge funding gaps in both education and physical development. Private sector involvement can also ensure that physical education programs receive sustainable support. Initiatives such as specialised sports training academies and skill-based internships can enhance students’ employability and overall development.

India’s path to becoming a developed nation hinges on its investment in education and physical development. Allocating at least 6% of GDP to education and prioritising physical education will create a well-rounded workforce capable of driving economic growth. By bridging the gap between policy and practice, India can ensure that its youth are not just beneficiaries but active contributors to the nation’s progress.

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On 12 January each year, India celebrates National Youth Day, commemorating the birth anniversary of Swami Vivekananda—a visionary whose ideals continue to inspire generations. His emphasis on courage, self-discipline, and selflessness laid the foundation for building a nation of empowered youth. Yet, as we reflect on his teachings, a poignant question arises: if Swami Vivekananda were alive today, would he be proud of the state of India’s youth?

A Disturbing Landscape

Despite remarkable strides in education, technology, and global recognition, troubling statistics reveal a different narrative. Reports show a disheartening rise in suicides among young students, with academic pressure, bullying, and mental health struggles emerging as significant factors. According to the National Crime Records Bureau, India recorded over 13,000 student suicides in 2022—a grim reminder of the challenges our youth face.

Swami Vivekananda famously said, “Arise, awake, and stop not till the goal is reached.” But how do we encourage this awakening in an environment that often prioritises grades over mental well-being, competition over collaboration, and individual success over collective growth?

Polarisation and Division

In his landmark address at the Parliament of the World’s Religions in Chicago, Vivekananda envisioned a harmonious world, where mutual respect and inclusivity thrived. Yet, incidents of hate crimes in educational institutions paint a different picture. Instead of fostering understanding, many schools struggle to counter narratives of division and intolerance, which are seeping into the minds of impressionable young individuals.

Vaping is Cool!

Another alarming trend is the increasing prevalence of substance abuse and vaping among teenagers. Easy accessibility and peer influence have made vapes and drugs a growing concern in schools and colleges. Vivekananda’s ideal of youth as paragons of strength and discipline seems to clash with a reality where momentary fun triumphs responsibility.

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Are We Listening to the Youth?

One of Vivekananda’s core messages was to listen and understand the needs of the youth, not dictate them. Today’s students crave purpose and authenticity in their pursuits. Yet, our education system largely remains exam-centric, with limited focus on developing emotional resilience, moral values, and critical thinking skills.

The rise of mental health issues highlights the urgent need for robust counselling frameworks in schools. Bullying, academic stress, and societal expectations weigh heavily on students. Swamiji believed in holistic education that nourished the body, mind, and soul—a vision that modern-day institutions must strive to achieve.

The Path Forward

1. Mental Health Awareness: Schools must normalise conversations about mental health. Hiring trained counsellors and introducing life skills education can empower students to cope with stress and trauma.
2. Fostering Inclusivity: Combatting polarisation starts with creating safe spaces for dialogue. Schools can champion diversity and empathy through collaborative activities and community-driven projects.
3. Balanced Education: Beyond academic excellence, education must focus on creativity, moral values, and societal contributions—aligning with Vivekananda’s philosophy of balanced personal and communal growth.
4. Youth Empowerment: Engage students in decision-making processes within educational institutions, giving them a sense of ownership and responsibility.
5. Combatting Addictions: Early intervention and peer education programmes can deter substance abuse. Incorporating discussions on self-control and the consequences of addiction is crucial.

A Call to Action

If Swami Vivekananda were here today, he might be disheartened by some of these realities but would undoubtedly call upon educators, parents, and leaders to rise to the occasion. The Indian youth remain a powerful force capable of leading transformative change, provided they are equipped with the right guidance and support.

As educators and leaders, we must ask ourselves: Are we nurturing the kind of youth Swami Vivekananda dreamed of? Are we empowering them with the tools to think critically, act compassionately, and embrace diversity? Or are we just celebrating the day just for the sake of it? We need to ask real questions. The answers lie in our collective efforts to reshape the educational and societal systems influencing young minds.

Swami Vivekananda’s timeless words echo loudly: “The youth are the pillars of the nation.” It is upon us to ensure that these pillars stand strong, united, and unwavering, ready to lead India toward a brighter and more inclusive future.

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“India will grow only if India reads.” But is India truly reading? Recent statistics reveal a sobering reality: over the past two years, 1.72 crore children have dropped out of school. The Unified District Information System for Education (UDISE+) 2023-24 report highlights a worrying decline in school enrolments, dropping from 26.5 crore in 2021-22 to 24.8 crore in 2023-24. This marks the first major fall in six years, raising critical concerns about the robustness of India’s education system.

Inspired by a video report by The Quint, highlighting key insights into India’s education challenges.

A Declining Trend Across States

States like Bihar, Uttar Pradesh, and Maharashtra have witnessed significant drops in enrolments, with Bihar alone seeing a decline of 35.65 lakh students. At the primary level, enrolments have fallen by 46 lakh in the last year, while secondary-level dropout rates remain alarmingly high. Despite the National Education Policy (NEP) 2020’s ambitious vision of universal access and equity, the stark reality indicates otherwise.

The Gross Enrolment Ratio (GER), which measures the proportion of students enrolled in a particular level of education against the age-appropriate population, has seen minor dips at most levels. While retention rates are higher at the elementary level, the secondary level remains a challenge, with dropout rates spiking significantly.

Reasons for the Decline

UDISE+ attributes the decline to several factors:

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1. Improved Data Collection: Earlier, children were often dual-enrolled in government and private schools to access benefits. Aadhaar-linked verification has curtailed this practice, reflecting more accurate enrolment figures.
2. Reverse Migration: The COVID-19 pandemic saw families moving back to villages, enrolling their children in government schools. As migration reverses, many students are returning to private schools.

However, these reasons fail to explain why the overall enrolment rate has not stabilised or increased. This raises questions about the authenticity of data in previous years and the systemic gaps in ensuring universal education.

Infrastructure and Teacher Shortages

India’s education system faces significant infrastructural and human resource challenges.

Over 110,000 schools operate with only one teacher, making effective learning nearly impossible.

States like Bihar and Uttar Pradesh report dismal teacher-student ratios, with thousands of teaching positions lying vacant. In Assam, Odisha, and Karnataka, underutilised infrastructure due to low student-to-school ratios further underscores the inefficiency in resource allocation. While digital initiatives have gained traction, only 7% of schools across the country have digital libraries, and fewer have functional computers for educational use. These gaps highlight the urgent need for equitable distribution of resources and investments.

Vision 2025: A Lofty Goal

The NEP 2020 outlines a transformative roadmap for education by 2025, focusing on universal access, quality improvement, and innovation. It aims to:

• Achieve a 100% Gross Enrolment Ratio in school education.
• Integrate vocational education into mainstream curricula.
• Promote multilingualism and mother-tongue instruction in early grades.
• Strengthen teacher training and professional development.

While the vision is commendable, the ground realities paint a different picture. Without addressing foundational challenges such as teacher shortages, inadequate infrastructure, and socio-economic disparities, these goals may remain aspirational rather than achievable.

The Path Forward

To realise its Vision 2025 and the broader aspiration of becoming a global superpower by 2047, India must prioritise education as a critical driver of progress. Key measures include:

1. Investing in Teachers: Teachers are the backbone of any education system. Comprehensive training, better salaries, and improved working conditions are essential to attract and retain talent.
2. Bridging the Infrastructure Gap: Adequate infrastructure, including classrooms, laboratories, and digital resources, must be a priority. States with underutilised resources should focus on optimising their infrastructure to ensure equitable access.
3. Addressing Dropout Rates: Targeted interventions, such as scholarships, counselling, and after-school support, can help retain students, particularly at the secondary level.
4. Fostering Public-Private Partnerships: Collaborations between the government, private sector, and non-profits can enhance resource allocation, innovation, and accountability.
5. Focusing on Data Transparency: Reliable data is critical for effective policymaking. Strengthening systems like UDISE+ to ensure accurate and timely reporting can help identify gaps and track progress.

A Nation’s Future Hinges on Education

As India marches towards its centenary of independence in 2047, its aspirations of becoming a superpower are intrinsically linked to the quality of education it provides. A nation’s strength lies in its people, and education is the cornerstone of human capital development. Bridging the divide between vision and reality requires collective effort, strong political will, and unwavering commitment from all stakeholders.

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There has always been a debate about the imperative effects of schools and coaching centers. Schools traditionally focus on comprehensive education whereas coaching centres prioritize exam centric preparation and practical applications. Both have their strengths, and instead of competing, a collaborative approach could combine their expertise to help students learn more effectively.

Schools and coaching centre can align the curriculum for a seamless learning. By strategically aligning together the curriculum requirements. By jointly designing curricula, schools and coaching centres can bridge this gap. Schools can align their syllabus with entrance exam requirements, such as JEE, NEET, or CUET, ensuring that students receive a cohesive education. They can concentrate on building a robust conceptual foundation, while coaching centres can dive deeper into problem-solving techniques and practical applications. It would also create a more streamlined educational journey, creating confidence and reducing stress among students.

Leveraging expertise

Both the institutions have unique strengths in their own methods. A teacher exchange program could be game changing. Experienced instructors from coaching centres can conduct guest lectures or workshops in schools, exposing students to advanced problem-solving strategies and real-world applications. Simultaneously, schoolteachers can share their expertise with coaching centers to create engaging, developmentally apt lessons. This exchange of knowledge would not only enrich the learning experience but also create understanding between the two institutions.

Sharing Infrastructure and Technology for Mutual Benefit

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Infrastructure and technological resources can be major barriers for educational institutions. Collaboration between these two institutions offers a way to maximize existing resources. Schools could allow coaching centers to use their premises after hours, and coaching centers could share tech-enabled tools like smartboards, e-learning platforms, and performance analytics software. Access to such advanced resources not only prepares them better but also make studying more engaging and improving the learning experience.

Jointly developed online platforms could further revolutionize education. These platforms could host assignments, mock tests, and performance dashboards accessible to students 24/7, ensuring continuous learning. Schools and coaching centers could co-create a repository of study materials, video lectures, and practice questions, making quality resources available to all students, regardless of their economic background.

Comprehensive Career

Career guidance is another area where schools and coaching centers can pool their resources. Jointly organized sessions could expose students to a wide range of career opportunities, going beyond traditional streams. Schools can emphasize alignment with students’ developmental milestones, while coaching centers can bring in industry experts to discuss emerging trends and skill requirements. Such sessions can help students make informed decisions about their future, balancing their interests with practical considerations.

Scholarships and Social Impact Initiatives

Educational equity remains a pressing issue, particularly in a country as diverse as India. Schools and coaching centers can jointly fund scholarships for underprivileged students, ensuring that financial constraints do not hinder access to quality education. These initiatives could include free or subsidized coaching for meritorious students, along with fee waivers for school education.

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Beyond scholarships, regular awareness programs on study techniques, time management, and career planning could benefit school and coaching students. These initiatives would not only enhance academic performance but also equip students with essential life skills, laying the foundation for long-term success.

Parent Engagement

Parents play a crucial role in shaping a child’s educational journey, yet they often feel disconnected from the learning process. Schools and coaching centers can work together to keep parents informed and involved. Regular joint keeps parents informed through meetings could provide a comprehensive overview of students’ progress, encompassing academic and extracurricular achievements.

Bridging Gaps Between Academics and Industry

As the world evolves, so do the skills required to succeed in it. Coaching centers, with their focus on competitive exams, often stay updated on industry trends and requirements. Schools, however, are better equipped to ensure that this knowledge is imparted in a developmentally appropriate manner.

By sharing insights, schools and coaching centers can help students bridge the gap between academic knowledge and practical application. By integrating industry-specific case studies into the curriculum or organizing internships can provide students with real-world exposure, preparing them for the challenges ahead.

While competition between schools and coaching centers is inevitable, collaboration holds the potential to transform the educational landscape. By aligning their strengths, these institutions can create a more cohesive, student-centered learning environment. Whether it’s through shared resources, joint initiatives, or innovative teaching methodologies, collaboration can help students achieve their full potential while reducing stress and inefficiencies. The collaborative effort is to reach the ultimate goal of encouraging students to succeed, not just in exams, but in life.

This article is authored by Mr. Anil Kapasi, Managing Director & Co-Founder, Arihant Academy

Winter in North India no longer carries the gentle chill of nostalgia. Instead, it drifts in cloaked in smog, acrid pollution, and despair. Each year, as the air quality index (AQI) hits catastrophic levels, the nation seems trapped in a vicious cycle of reactive measures and inadequate solutions. Schools close their doors, children are forced into online classes, and life is put on pause—all while the question looms: are these measures too little, too late?

This week, Delhi and its neighbouring states plunged into yet another public health emergency. The AQI in the capital breached the “severe plus” category, with readings of over 500 in certain areas—levels that are equivalent to smoking 49 cigarettes in a single day. For context, smoking in Bangalore’s air, while not healthy, is currently considered healthier than simply breathing in Delhi.

{Image- Jammu, Wednesday, Nov. 20, 2024. (PTI)}

Amid this crisis, schools and universities have been forced to shift to online classes yet again. The Supreme Court has intervened, universities like Jamia Millia Islamia and Delhi University have issued notifications, and government schools have suspended physical classes. These decisions, though necessary, feel more like desperate attempts to contain the damage rather than addressing the root cause of the crisis.

As educators, policymakers, and parents, aren’t we hypocritical? We preach yoga, mindfulness, and physical wellness to our children while they breathe in air laden with PM2.5 and PM10 particles—air that clogs their lungs and hinders their growth. We promote “wellness periods” in schools and discuss the importance of holistic development, yet we do nothing to ensure that the very environment they live in supports their health and well-being.

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Every child has the right to a safe and nurturing space to learn and grow, but what are we truly offering them? Masks, air purifiers, and lessons on resilience—tools to survive rather than thrive. What kind of childhood is this, where outdoor play becomes a luxury and clean air a distant dream?

The scientific community has repeatedly warned about the devastating impacts of prolonged exposure to polluted air, particularly on children. Their developing lungs are more susceptible to damage from particulate matter, which can lead to chronic respiratory diseases, reduced lung function, and an increased risk of cardiovascular conditions later in life. A study by the Lancet Commission on Pollution and Health estimates that pollution caused nine million premature deaths worldwide in 2019, with air pollution being the primary culprit.

In India, the numbers are staggering. Children exposed to high levels of air pollution are more likely to suffer from asthma, cognitive impairments, and even stunted growth. Beyond the physical toll, the psychological impact is equally alarming. Living in a constant state of environmental crisis breeds anxiety, stress, and a diminished sense of safety—all of which are detrimental to their overall development.

The Return to Online Classes: A Missed Opportunity

If air pollution is to be the “new normal” in North India’s winters, then why have we abandoned online education so completely? The pandemic forced us into virtual classrooms, but as soon as the immediate threat subsided, the system was discarded without much thought to its long-term utility. Teachers, untrained and unprepared, are now expected to conduct meaningful lessons online, while students struggle to adapt to an environment that they haven’t engaged with meaningfully since 2022.

This raises an important question: should online education remain a part of our academic framework, even when circumstances don’t demand it? Incorporating regular online classes—perhaps one day a month—could help students and teachers stay familiar with the format. It could also serve as a contingency plan for emergencies like the current pollution crisis, ensuring continuity in learning without the chaos of sudden shifts.

Moreover, training teachers to connect with students effectively in virtual environments is crucial. Simply moving the classroom to a screen is not enough. Teachers need tools, strategies, and support to create engaging and impactful lessons. Without this, online education remains a hollow exercise, benefiting no one.

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Every winter, the same questions resurface: why do we wait until the AQI crosses hazardous levels to act? Why do policies remain reactive rather than preventive? And most critically, why do we continue to normalise this situation for our children?

The blame lies not just with governments or industries but with society as a whole. From unchecked stubble burning in Punjab and Haryana to vehicular emissions in urban centres, the web of responsibility is vast and interconnected. Yet, year after year, the measures taken are temporary, insufficient, and often misplaced. We treat the symptoms, not the disease.

What kind of message are we sending to our children? That their health and future are expendable? That the environment they inherit will always be an afterthought? As the smog thickens and the world debates solutions, the reality for millions of children in North India is bleak. They will grow up breathing poison, and the long-term consequences are unimaginable.

As I watch this crisis unfold, I am filled with a deep sense of worry for the children of today and tomorrow. What kind of world are we leaving for them to suffer in? If we don’t act now—boldly, decisively, and with genuine commitment—we risk condemning them to a lifetime of struggle in an environment that is hostile to their very existence.

The time for half-measures is over. We owe it to our children to build a future where they can breathe freely, dream fearlessly, and live fully. The question is, are we ready to rise to the challenge?

Alright, let’s be honest- reading was once that fun, interesting hobby of choice. There were children curled up with a book, immersed in the stories, dreaming themselves as warriors, magicians, or superheroes. However, at some point, reading became rather unpopular—children preferred binge-watching TV shows and spending hours on Instagram or TikTok rather than reading. But we see a light at the end of this tunnel, and it is glowing brighter with every passing day! It seems reading is cool again and we have pop culture to thank for it. From comics and graphic novels, fan fiction, and digital book platforms, literacy is going into the 21st century, and schools are slowly following (or at least attempting to).

And let’s begin with the simplest object possible—the so-called comics. Do you still recall how it was, when comics were considered as mere entertainment and could not be referred to as reading in any way? Well, news flash: they are now one of the most popular methods of making children read books once again. Whether it is Percy Jackson, Harry Potter or even Marvel and DC comics, children are fangirling/fanboying really hard for these narratives. Not only after school or in their leisure hours. And these stories are getting into classrooms as well. Schools have finally begun to acknowledge that comics and graphic novels can be as informative and engaging as the gigantic books that no one has any desire to open (and you know that that’s true).

School Libraries, which used to be dusty places with old and rarely read books, are now changing. Now, you can find shelves with graphic novels, books related to popular culture, and even manga! Schools are beginning to understand that if you put in the hands of children something fun and interesting, they will read it. Moreover, with visuals taking over every device we possess, it is only logical that children would be more attracted to books that have a strong visual component.

But it doesn’t stop there—teachers are getting creative too. Some schools have introduced events such as “Book Character Dress-Up Days” whereby children go to school dressed as characters from books and comic strips. Just think of an entire classroom filled with Percy Jacksons, Wonder Women, and Harry Potters—how cool is that? Not only is it a laugh but it also encourages imagination and creativity. Oh, and we desperately need that. Frankly, it is high time that schools stopped using the library period as an excuse for subject teachers to make up for lost time. Allow children to immerse themselves in stories, discover new worlds and think for themselves because if we do not, we are merely programming them to be little bookworms and robots. And that is a huge sign of trouble because innovation is the true power of the future.

Now, here’s the thing: we currently live in times when attention spans are shorter than ever and video content is massive. Children watch YouTube videos, Instagram stories, and TikToks every day, so it is a challenge to make them sit down and read a book. But that’s exactly why reading needs to be reimagined for this generation. The old paradigm of books and reading – curling up with a thick novel – just doesn’t work anymore. It is our imperative to introduce as much fun in reading as there is fun in the digital world children are so accustomed to.

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Come other digital platforms such as Kindle, Scribblehub, Wattpad, and StoryWeaver. These platforms have made reading possible no matter where one is. Children are now avid readers of e-books, joining online reading groups, and even writing their own fan fiction. I mean, come on, how awesome is that? For instance, with Kindle, you have an entire library in the palm of your hand and that is something that appeals to today’s kids who are always attached to their gadgets. Rather than mindlessly scrolling through memes, they are swiping through pages of e-books, and that’s a victory in my book (literally).

Another massive factor in this reading revolution is the fan culture. Thanks to such platforms as Wattpad, children are not only reading; they are also writing! It means they are writing their own stories, posting them online where people from different parts of the world can read them, and interacting with other young writers. It is like having your own fan base and children are all about that now. Whether it is writing the sequels of their favorite TV shows or coming up with new fictional universes based on pop references, these children are redefining the concept of literacy. They are not passively reading stories, they are actively constructing them.

In essence, literacy is not just a process of learning to read and write but also involves the ability to read and write for a purpose. It is about participation, cognition, and imagination. But come on, the method of teaching and learning literacy cannot be the same as what is used in schools. We can no longer simply depend on the traditional ways of doing things. The world is dynamic and so is reading, which is a very important aspect of learning and knowledge acquisition. If the goal is to raise readers for life, and thinkers as well- then it is imperative that reading remains relevant. And thanks to pop culture, it seems that we are on the right track.

So, here’s to the schools that are waking up and smelling the coffee. To the teachers who are using pop culture to make literacy cool again. And to the kids who are picking up comics, joining digital book clubs, and writing their own stories. Because in a world dominated by technology, reading is not only the art of survival, but the art of success.

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