Education
And you thought being a Preschool Teacher was Easy Peasy
Anshu Pande lists the challenges, qualities and the enormous rewards of teaching tots
Children begin learning from the time they take birth. The realization as to who are his/her parents, and how to react when one feels hungry, and even every emotional response is structured by observing the surroundings. At the age of 3, parents usually enroll them into a preschool, which aims at early childhood education. Preschool builds the foundation of learning in children. It offers children the chance to socialize with other children, learn more about themselves, learn how to problem solve, build confidence and much more. Childhood education continues to be of high importance to parents, policymakers, and the public. This was seen in 2013, when President Obama asked Congress to expand access to high-quality preschool to every child in the country through his State of the Union speech.
Preschool lays the foundation for kids to understand what “school” actually is. Teachers use a variety of methods to help children grow cognitively, as well as conceptually. A positive relationship with preschool teachers can make an exponential difference in a child’s success as they continue through elementary school. In addition to helping foster growth intellectually, it is just as important to help children grow in their physical abilities. In terms of human development, the importance of early childhood education can’t be overstated. Education gained in this duration, is about honing and molding the holistic child, which will eventually form the basis of their lifelong journey. A child’s early years are the foundation for his or her future development, providing a strong base for lifelong learning and learning abilities, including cognitive and social development. Well-established research continues to emphasize the importance of early childhood education as an essential building block of a child’s future success.
The most important role is played by the teacher. It might look very easy to become a play school teacher and deal with kids. But do you really think it is? Mostly evaluated amongst the list of pretty simple jobs, being a playschool teacher seems to be an easy goal for many people. But looking deep into the reality, it is not something everyone can do. Becoming a playschool teacher is not just about following the routines and taking care of kids. When you get inside a room full of different types of kids, a playschool teacher is given a super teacher dimension altogether.
The world inside a classroom is different from what a kid and the teacher might experience outside with any other person. When a child gets enrolled in a playschool, he or she is expected to enter a world full of strangers by leaving the protective environment at home. Here, the young bud is shown a very different perspective and made to learn the basic mannerism. All this that has to be served to a budding mind comes from a preschool teacher. It takes a core hardship and perfected dealing mechanism for a teacher to deal with a toddler, make him understand things better, groom him in the right direction, and perfecting the behavior for futuristic academic goals. Along with all the responsibilities, there are enormous things that a playschool teacher is expected to take a proper care of, to completely justify the role taken up by them.
Not only this, there is a list of challenges faced by the preschool teacher in the course of following their curriculum and teaching in a playschool. The top three being:
1. Retaining the attention of kids – Each young mind has a different sort of behavior and interests. It is not possible that each and every child in a preschool classroom will be same and pay an equivalent attention to everything that is told by the teacher. Some kids may find the classroom discussions engaging or some may not find it very interesting to invest attention in. So, binding every child in a classroom in a thread becomes difficult for a teacher.
Toddlers being fussy and moody might not be very engaged towards the teacher. It becomes a dare for a playschool teacher to grab and retain the attention of children for long. In a large-sized class, many students will definitely be distracted and even distract others. Keeping a child stick to what is being told in the class or the activities going on needs diverted attention at a single point in time. And this becomes one of the biggest challenges for a playschool teacher.
2. Physical Misbehavior – Young bud is not familiar with a concrete language and is undergoing the development stage of speaking skills. Toddlers, being a bit fussy or notorious differ in their behavior and understanding level in this age. Not so wide understanding level and ability to express things often leads to conflicts between the children which may result in a physical misconduct with each other.
As a preschool teacher, it becomes very important yet difficult to make children understand the good and bad behavior. There might be the incidents of hitting faced by a teacher in the class. So, guiding the children in the right direction for the same is important. A wrongly handled hitting case might lead a child to become very stubborn or naughty and repeat the activity again. Thus, it is a very challenging situation for a teacher to handle this kind of physical misconduct in the playschool premises.
Also, a teacher has to be very sure that other children in the class might not get affected by this or follow the same path. Managing all the things at a single point becomes very confusing and at times frustrates the preschool teacher too.
3. Effective execution of the preschool curriculum – Implementing the playschool curriculum in a class with a lot of distractions and disruptions due to various factors becomes a very difficult task for a playschool toddler. A lot of issues entailing the implementation of curriculum in the different aspects are faced by the preschool teachers. Some of them are listed below.
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Availability of materialistic facilities: Not all schools are highly equipped for teachers, to provide the go through of the curriculum in a very modern and technical manner. The availability of materialistic facilities becomes very important as the curriculum followed nowadays is technical-centered and emphasis on the use of technology to groom the children rather than bookish content for the young mind. The unavailability of the resources disables the teacher to follow the curriculum in a creative and more profound manner, as suggested by the makers.
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Planning takes a chunk of time: If a preschool teacher follows the designed curriculum, it may take a huge chunk of time to understand it, make various arrangement for activities quoted, prepare the documentation of the observations of a toddlers learning based on the same and reflect from the activities that are really helping the child. All the formulation done before and after the curriculum takes a lot of time and it becomes difficult for teachers to simultaneously manage everything around from classroom to fussiness of each kid and paperwork. Also, this hectic schedule disables the teacher to implement what and how she has planned the things to be done as per the interest of the kids.
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Assessment reports are lengthy: Along with the things mentioned in the curriculum, a teacher has to report the progress details and assessments of each and every child. The curriculum already demands most of the time of the preschool teacher, plus the formulation of these reports on qualitative and subjective aspects acts like a cherry on the cake for a teacher. Whether a preschool teacher likes it or not, she’ll have to do up with it anyhow. This assessment process makes it challenging for teachers to work and is very time-consuming.
If you see, even in the case of difficulties, the preschool teachers manage to work so efficiently to direct the future of toddlers in a right manner. Without any mistake or distractions, the playschool teachers are devoted towards their duty and handle the most important and crucial age of every human being.
This is no secret that working with children can be incredibly fun and that is why teaching is considered to be an exceptionally rewarding career. The enthusiasm that children bring with them is infectious, making the job a lot more pleasant. There is a sense of pride knowing you've nurtured the development of a child in the most important learning years of their life. Other than a formal education in the field, a good preschool teacher requires certain traits which will help excel at their jobs:
Patience: Children can sometimes be loud, stubborn, emotional and irrational; where the patience of the teacher comes to play. A teacher should have the ability to understand the child's mood swings and patiently engage him/her into learning. One might even have to teach children in different ways for them to understand a concept. Interestingly, patience also comes handy for teachers to deal with the incessant queries and concerns parents have about their child.
Creativity: Children can be easily distracted; hence the teacher needs to be very creative. He/She should have the ability to come up with new and innovative techniques to teach children so as to grab their attention and keep them engaged at all times. Children have different skills of learning – some are attentive while some understand better through visuals or through activities. So as a guru, one needs to employ a variety of techniques to ensure seamless flow of learning.
Classroom Management: Managing a classroom can be very challenging. A teacher should be able to control children, but at the same time she/he should not scare them. It is important for a teacher to strike a balance between being firm but at the same time have warmth around his/her personality. Creating a welcoming, engaging environment in which the children can learn while playing is essential.
Communication Skills: The teacher should have good communication skills. It is very important for her to communicate difficult concepts to children in a way they understand. Teachers can incorporate lessons through songs, rhymes, role play, etc. Communication skills can also help her record and communicate the growth of the children to their parents as well as other teachers. More importantly a pre-school teacher should be an active listener and should be able to gauge the body language of children to understand their thoughts and emotional condition. This is paramount.
Flexibility – You can everything planned out for each lesson, but great preschool teachers know that unexpected turns can happen at any time. When you remain flexible to deal with change, you can handle almost anything. This could include something as simple as having an alternative plan for rainy days or more drastic like adjusting your entire curriculum to accommodate for a reduced budget. Even the very nature of teaching young children requires constant fine tuning and dealing with minor issues. By staying flexible, you can tackle every kind of educational challenge with poise and grace.
Dedication: Great preschool teachers are dedicated to their students and their career. When you are determined to stand up for your beliefs on behalf of your educational values or your students’ needs, you will gain respect from your colleagues, parents and students. Moreover, excellent educators are dedicated to the love of learning and inspire their students to learn more. At the preschool level, making the classroom a place where learning is fun can resonate with children for the rest of their lives. Most of all, truly successful teachers are dedicated to bring out the best in their students.
Qualifications: The educational qualifications vary from state to state. A background in education is essential, and a good candidate for a preschool teaching position will have taken higher education classes in the fields of psychology, child development, education, classroom management, and curriculum. Many university courses also require aspiring teachers to gain some hands-on experience volunteering in a classroom, day care centre or other similar environment.
There are ample opportunities for preschool teachers who have undergone training in pre-primary education or have a diploma in early childhood care. To serve the growing demand for trained preschool teachers there are many courses certified by the government and private institutions, with respect to the same, the fees for which ranges from Rs.40, 000- Rs.65, 000. Remuneration can vary from 1,50,000- 3,00,000.
In the end, I would like to leave you with a beautiful quote by Vicki Zakrzewski “Helping students find a path to purpose is one of the noblest aspects of teaching.”
In a decisive step toward reforming India’s fragmented senior secondary education system, the Ministry of Education has constituted an 11-member high-level committee to address the mushrooming of dummy schools and the unchecked influence of coaching centres. Chaired by Higher Education Secretary Vineet Joshi, the committee includes representatives from CBSE, NCERT, and faculty from IITs in Madras, Kanpur, and Trichy.
The move is seen as part of a growing policy consensus across central and state governments to reclaim the authority of schools, following recent crackdowns and reforms aimed at regulating coaching institutions and curbing the dummy school culture that sidelines holistic education.
Dummy schools — where students are officially enrolled but rarely attend — have emerged as a by-product of India’s competitive entrance exam culture. These institutions prioritise JEE, NEET, and CUET preparation through coaching classes, while students disengage from formal schooling. The CBSE’s March 2025 advisory warning that students from dummy schools could be barred from board exams marked a serious turning point in policy enforcement.
Earlier this year, the Delhi Government carried out inspections in over 600 private schools, issuing notices to at least 10 for running dummy setups. The move followed media reports and parental complaints about students being denied regular schooling in favour of coaching arrangements.
Meanwhile, the Rajasthan Cabinet approved a bill in April 2025 to regulate coaching centres operating in Kota and other education hubs. The legislation aims to curb exploitative practices, mandate mental health counsellors, and prevent coaching centres from operating without a minimum infrastructure standard—prompted by rising student suicides in the state.
Central Framework and Industry Oversight
In February 2025, the Central Government announced a new framework for coaching centres, proposing registration, transparency in fee structures, and guidelines on advertising to prevent misleading claims. Together with the current committee’s formation, these reforms indicate a systematic tightening of oversight at all levels.
The new panel’s mandate is broad. It will investigate:
- The socio-academic reasons behind the rise of dummy schools
- The misalignment between school curricula and competitive exams
- The impact of coaching on student well-being and critical thinking
- The need to promote alternate career pathways beyond engineering and medicine
- Regulations around coaching advertisements and contract practices
A National Rethink on the Purpose of Schooling
Education experts like Dr Ameeta Mulla Wattal have welcomed the initiative, calling it “a vital opportunity to restore the sanctity of school education.” The rise of coaching centres as parallel systems, she noted, has come at the cost of creativity, values, and even mental health in adolescents.
As India contemplates the future of its learners, the Ministry’s recent actions suggest a serious intent to bridge the gap between boardrooms and classrooms. Whether the new committee’s recommendations lead to tangible change remains to be seen, but the signals are clear: education in India must prepare children for life, not just for an entrance exam.
In a move aimed at reducing academic pressure and offering students a second shot within the same academic year, the Central Board of Secondary Education (CBSE) has announced a revised board examination structure for Class 10. Starting from the 2025–26 session, students will appear for two board exams: the first in February and the second in May.
While the February exam will be the ‘main’ board, students who wish to improve their scores in up to three subjects can take the second board exam. Those who fail in one or two subjects may also attempt the May exam under the compartment category. However, those who miss three or more subjects will be marked ‘Essential Repeat’ and have to retake the exam the following year.
Importantly, this is not a semester system. Students must appear for the first exam. The second is optional—meant only for improvement or compartment cases. No additional or new subjects can be added between the two exams.
CBSE has clarified that the structure, syllabus, and pattern of questions will remain unchanged. The results of the first exam will be declared in April, enabling provisional Class 11 admissions. However, the final marksheets and certificates will be issued only after the second exam results are announced in June.
This dual-exam model was opened for public feedback earlier this year and will initially apply only to Class 10. A similar system for Class 12 is being considered but has not yet been confirmed.
For schools, this change will require rethinking academic calendars, counselling processes, and internal assessments, especially for students who may be at risk of needing a second attempt. The move aligns with CBSE’s broader goals of offering students more flexibility and reducing the high stakes of a single board exam.
The dopamine-rich scrolling in late mornings with amorphous freedom has made our zealous students so comfortable that they are re-entering their classrooms with minds tuned to instant gratification, not delayed rewards. Now the challenge isn’t just academics but to re-engage our bud’s attention and curiosity. Neuroscience backed motivation strategies and intentional school design could prove to be a catalyst as it will bring a positive change and enable the students to learn at a better pace.
1. Rewiring the Dopamine rush with 2 Ps, Purpose and Productivity:
Neuroscience says: Where our brains are functional to seek novelty and purpose on their own, during summer break, the buds often lean into adding the activities to their routine which are unpredictable, quick, and rewarding referring back to instant gratification, these activities may include social media, gaming, and chatting anonymously and grateful to internet and inventions, there are plethora of platforms enabling students to be distracted. And then joining back the school with a gradual drip of delayed academic rewards may seem to be a let-down for students.
Actionable tip: We as facilitators have to be the mystery-solvers channeling their energy into productivity, enlightening them with real-world challenges, interdisciplinary projects, or a mystery to solve that taps into their intrinsic curiosity. Novelty may allow us to reset their attention-even primitive changes in surrounding like rearranged desks, learning outdoors, and using the BALA method to utilize infrastructure, can signal a shift in engagement and productivity.
2. Design for Autonomy and Flow
Neuroscience says:
Neuroscience tells us that motivation really flourishes when students feel they have some control over their learning. The brain’s reward system kicks in when choices are part of the equation, especially regarding how tasks are structured or what content is covered.
Here’s a practical tip: give students structured choices, like deciding which book to dive into, which problem to tackle first, or how they want to present their findings. A design that promotes flow—complete with clear goals, manageable challenges, and instant feedback—helps keep students in that ideal zone, avoiding both boredom and anxiety.
3. Rebuild Social Motivation Through Spaces That Connect
Neuroscience tells us that connecting with peers is a huge motivator, especially after the pandemic. Our brains are wired for social interaction, which plays a key role in how we learn and engage emotionally.
Actionable tip: Create flexible seating arrangements or common areas that encourage group work and casual collaboration. Try incorporating daily activities like “curiosity circles” or peer-led problem-solving sessions to foster a sense of belonging and shared learning objectives.
4. Leverage Routines to Rewire Attention
Neuroscience shows that our habits influence our attention. After a summer of scattered focus, students thrive on rhythmic and consistent routines that help retrain their executive functions.
Actionable tip: Kick off classes with familiar “mind-on” rituals — whether it’s a thought-provoking question, a brief reflection, or a quiet sketch — to help anchor their attention. Consistency breeds comfort, and that comfort boosts confidence.
5. Make Joy a Design Priority
Neuroscience indicates that positive emotions can enhance learning by boosting neuroplasticity. When students (and teachers) experience joy, they’re more likely to engage deeply and retain what they learn.
Actionable tip: Infuse joyful moments into the day — through fun challenges, movement breaks, or a bit of humor. Allow time for students to share what excites them. A joyful classroom isn’t just a nicer place to be; it’s also more effective for learning.
Conclusion: To capture wandering minds, we need to understand how motivation truly works and design both our curriculum and learning spaces to support it. When we ignite curiosity, honor autonomy, and weave joy into the experience, even the sleepiest summer brain can come alive again.
This article is written by:
Renu Sharma
Assistant Director – Systems – Indirapuram Group of Schools
Principal – Indirapuram Public School – Crossings Republik
Tripura has been declared a fully literate state, becoming the third in the country to cross the 95% literacy threshold after Goa and Mizoram.
The announcement was made by Chief Minister Dr. Manik Saha, citing data from the Understanding Lifelong Learning for All in Society (ULLAS) programme — a flagship literacy and life skills initiative aligned with the National Education Policy (NEP) 2020. The declaration marks not just an administrative achievement, but a generational leap in educational access and community participation.
Tripura’s current literacy rate stands at 95.6%, as per the latest Periodic Labour Force Survey, a remarkable rise from 87.22% in the 2011 Census, and a far cry from 20.24% in 1961.
“This is a historic moment for Tripura. From a 20% literacy rate six decades ago to 95.6% today, we have rewritten our narrative,” said Dr. Saha in a public post. “Through the successful implementation of ULLAS, we have ensured that literacy is not limited to signing one’s name, but includes the confidence to participate meaningfully in society.”
ULLAS, launched under the New India Literacy Programme, targets adult learners aged 15 and above who have missed out on formal schooling. It goes beyond basic literacy to include numeracy, digital and financial literacy, legal awareness, and other essential life skills — all aligned with NEP 2020’s commitment to equitable lifelong learning.
The shift from traditional signature-based literacy drives to functional literacy has allowed Tripura to reach new learners with practical, future-ready tools. The model also offers a compelling template for other states striving to raise literacy rates beyond conventional benchmarks.
The Assam State School Education Board (ASSEB) has announced the introduction of Sign Language as an elective subject for Higher Secondary (Classes XI–XII) from the current academic year.
Education Minister Dr. Ranoj Pegu made the announcement during the inauguration of a residential AI training programme for teachers at IIT Guwahati. While Artificial Intelligence and Financial Literacy were also introduced as new electives, Sign Language stood out as a critical stride towards making classrooms more accessible to the deaf and hard-of-hearing community.
“This is not just about a subject; it’s about acknowledging communication rights,” said Dr. Pegu, who also unveiled a specially designed AI textbook at the event. The textbook was developed in collaboration with experts from IIT Guwahati and Dibrugarh University. He added that the curriculum reforms are aligned with the National Education Policy (NEP) 2020’s vision of equity, inclusion, and skill readiness.
According to education officials, the rollout of Sign Language will begin in institutions where qualified educators or resource personnel are available. Training for teachers is expected to be scaled up across the coming months. The subject aims to raise awareness about Indian Sign Language (ISL), improve communication access for students with hearing impairments, and sensitise peers to inclusive practices from a young age.
Later in the day, Dr. Pegu chaired a review meeting with officials from the Department of School Education to discuss budget allocations and planning for the 2025–26 academic year. While schemes like the Chief Minister’s Nijut Moina initiative, distribution of bicycles for Class IX girls, and the upgradation of Bodo-medium schools were discussed, the emphasis remained on delivering structural reforms that bridge equity gaps in access and opportunity.
The addition of Sign Language, AI, and Financial Literacy as electives reflects a broader shift in how Assam is reimagining school education — one where life skills, digital literacy, and inclusive values are no longer optional, but integral.
In line with the National Education Policy (NEP) 2020 and the Right to Education Act (RTE) 2009, the Directorate of Education (DoE), Government of NCT of Delhi, has issued a directive mandating that children must be 6 years old to gain admission into Class 1 starting from the academic session 2026–27.
This move aligns Delhi’s education system with the restructured 5+3+3+4 school framework introduced in the NEP 2020. Under the revised structure, the foundational stage will now include three years of pre-primary education before Class 1: Nursery (Bal Vatika/Preschool 1) at age 3, Lower KG (Preschool 2) at age 4, and Upper KG (Preschool 3) at age 5. Class 1 will be open to children only upon completion of 6 years of age.
All Heads of Government, Government-Aided, and Recognized Unaided Private Schools have been instructed to adopt this change beginning in the 2026–27 academic session.
By standardising entry age norms, the move aims to promote uniformity and developmentally appropriate learning, ensuring children enter Grade 1 equipped with foundational skills from three years of early childhood education.
In a progressive step towards comprehensive health education, the Tripura government has announced plans to integrate sex education and HIV/AIDS awareness into its school curriculum, Chief Minister Manik Saha confirmed.
According to officials, the curriculum update aims to equip students with accurate knowledge about sexual health, disease prevention, and safe practices—key factors in curbing the prevalence of HIV/AIDS in the state. With around 5,000 active cases reported by late 2024, including a notable infection rate of 0.33% among adults and over 800 student cases, the move is seen as a timely measure.
The new content will be deployed through age-appropriate lessons, Red Ribbon Club activities, and sensitisation drives led by health and education officials. This initiative builds upon previous efforts, such as school- and college-level awareness programs, the involvement of key stakeholders, and information, education, and communication (IEC) campaigns across rural and urban centers.
Chief Minister Saha emphasised the role of educators and community leaders in delivering accurate information and fostering a supportive environment: “Students from school to college level should be made aware of the dangers of this disease,” he remarked earlier.
The curriculum integration aligns with state-level action under the National AIDS Control Programme (NACP). It resonates with India’s broader public health mandate to move HIV/AIDS education from stigma to mainstream schooling. By addressing misconceptions and promoting prevention early, Tripura hopes to protect its youth and reduce dropout rates among vulnerable groups.
In a proud moment for Indian education, four schools from across the country have been named among the top 10 global finalists in the prestigious World’s Best School Prizes 2024, organised by UK-based T4 Education. These awards honour schools that are pushing the boundaries of innovation, inclusion, and community impact — and this year, India has made its presence felt in four out of five categories.
A Snapshot of India’s Global Finalists
From government to private, rural to urban — the diversity of India’s representation this year is striking.
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Government Girls Senior Secondary School, NIT 5, Faridabad (Haryana) – Supporting Healthy Lives
A government-run school is redefining what public education can achieve. By interweaving nutrition, mental health, and physical well-being into its core ethos, the school is transforming the lives of at-risk girls, ensuring that no student is left behind. -
Ekya School, JP Nagar, Bengaluru (Karnataka) – Innovation
Recognised for reimagining learning through a design-thinking framework, Ekya encourages student agency, interdisciplinary inquiry, and real-world problem-solving — a blueprint for future-ready schooling. -
ZP School, Jalindar Nagar, near Pune (Maharashtra) – Community Collaboration
A rural government school that has placed local communities at the heart of education. By building trust and ownership at the grassroots, it has created a model of sustainable, community-driven transformation. -
Delhi Public School, Varanasi (Uttar Pradesh) – Environmental Action
Known for its strong environmental initiatives, DPS Varanasi’s students lead from the front — managing waste, conserving energy, and creating a campus-wide culture of sustainability.
These schools are now among 50 global finalists, selected from thousands of applications worldwide. The shortlist highlights institutions not merely chasing academic results but actively shaping well-being, equity, and systemic reform in education.
What Happens Next
All 50 finalist schools are now competing for the Community Choice Award, determined through an open global vote. Winners across each of the five main categories — Supporting Healthy Lives, Environmental Action, Innovation, Community Collaboration, and Overcoming Adversity — will be announced in October 2024.
The celebration will culminate at the World Schools Summit in Abu Dhabi in November, where global education leaders will convene for a high-impact dialogue on best practices and policy influence.
The Broader Picture
Launched in the wake of the COVID-19 pandemic, the World’s Best School Prizes have rapidly emerged as one of the most influential accolades in global education. Powered by T4 Education, a platform that connects over 200,000 educators worldwide, the awards are more than just recognition — they are a launchpad for schools to amplify their voice, scale impact, and drive systems-level change.
For India, the presence of four unique schools among global changemakers is both a celebration and a reminder — that bold ideas, no matter where they are born, can shape the future of learning.
In a significant move aimed at streamlining school assessments and improving learning outcomes, the Ministry of Education has recommended that seven states—Andhra Pradesh, Assam, Kerala, Manipur, Odisha, Telangana, and West Bengal—adopt a common board for Class 10 and 12 examinations.
The recommendation follows a detailed analysis by the Department of School Education, which found that these states accounted for a staggering 66% of student failures across India last academic year. In total, over 22 lakh students failed Class 10, and 20 lakh failed Class 12 nationally in 2024, highlighting persistent challenges in retention and transition to higher education.
“Not having a common board leads to poor academic outcomes,” said School Education Secretary Sanjay Kumar, stressing that standardisation in assessment, curriculum, and evaluation is key to reversing this trend. “A common board is the way forward for ease of schooling,” he added.
India currently has 66 examination boards, including three national-level boards and 63 state-level ones. However, only 33 of these boards cater to 97% of enrolled students. The rest, often covering smaller student populations, contribute disproportionately to inconsistent academic performance.
The report also placed a renewed focus on the National Institute of Open Schooling (NIOS), especially in high-failure states. While NIOS currently has a stronger presence in Delhi, Rajasthan, and Haryana, the ministry wants to see its footprint expand in the recommended states to engage unsuccessful students and prevent dropouts.
However, the report didn’t just stop at structural issues. It shed light on regional and linguistic disparities in student performance. For instance, students taking exams in Odia and Malayalam consistently outperformed peers writing in Kannada, Telugu, and Assamese. Interestingly, Kerala, with its integrated board system, recorded an astounding pass rate of 99.96%. Odisha and Manipur also showed success rates above 97%.
Meanwhile, Navodaya Vidyalayas (NVs) and Kendriya Vidyalayas (KVs) continue to set benchmarks in academic excellence. The report found that 72% of NV students cleared NEET-UG, with strong showings also reported in engineering entrance exams. NVs, which cater primarily to rural talent, seem to be reinforcing the case for equity in access to quality education.
As conversations around NEP 2020 continue to push for holistic, inclusive, and standardised learning, the Centre’s recommendation serves as both a wake-up call and a window of opportunity. With the right reforms, these states could be on the brink of a transformative shift in student success.
Indian institutions continue their upward momentum on the global academic stage, with IIT Delhi emerging as the country’s top-ranked university in the QS World University Rankings 2026, securing the 123rd spot. It is closely followed by IIT Bombay at 129 and IIT Madras at 180, solidifying India’s footprint in the global top 200. However, no Indian university has yet broken into the top 100.
The latest edition of the QS rankings, released by higher education analysts Quacquarelli Symonds, evaluates over 1,500 universities across more than 100 countries. The rankings serve as a barometer of academic excellence, research output, and global relevance.
At the global level, the Massachusetts Institute of Technology (MIT) retains its crown, scoring a perfect 100. Imperial College London follows in second place (99.4), with Stanford University (98.9), the University of Oxford, and Harvard University rounding out the top five. Institutions from the US and the United Kingdom continue to dominate the upper echelons of the list, though Asia-Pacific universities are making notable gains.
Among the rising performers, Malaysia’s Sunway University recorded the most dramatic leap, climbing 120 places in a single year.
The QS World University Rankings 2026 place increasing emphasis on research impact, global engagement, and sustainability, alongside traditional indicators like academic and employer reputation, faculty-student ratio, and internationalisation.
Despite a vast student population and growing academic ambition, no Indian university has entered the global top 100—a gap that invites reflection. While the steady rise of institutions like IIT Delhi signals progress, it also highlights the need for sustained investment, deeper international collaborations, and a sharper focus on research and innovation. The QS rankings, then, are not just a recognition of how far Indian higher education has come, but also a gentle nudge towards how much further it can go.
Government Doubles Down on Coaching Centres: New Panel Signals Stronger Regulation Ahead
CBSE To Conduct Board Exams Twice for Class 10 from 2026
How to Win Back Wandering Minds: Post-Summer Edition
Tripura Becomes Third Indian State to Achieve Full Literacy
Assam Brings Sign Language to Senior Secondary Classrooms in Landmark Move
Delhi Schools to Implement Age 6 Rule for Class 1 Admissions from 2026
Tripura Adds Sex Education & HIV Awareness to Their Curriculum
Four Indian Schools Shine on the Global Stage at World’s Best School Prizes 2024
Centre Urges 7 States to Consider Common Board Amid Alarming Student Failure Rates
IIT Delhi Leads India in the QS Rankings 2026; MIT Tops Globally
Chandigarh, Punjab Lead in School Education Rankings; Meghalaya Trails Behind
Maharashtra Revises Policy on Third Language in Schools, Hindi No Longer Mandatory
From Academics to Empathy: Redefining Academic Success
India Sends 20 Students to Japan Under Sakura Science Programme 2025
Delhi Schools to Observe June as Anti-Malaria Month, Says DoE
Telangana Govt Ties Up With 6 NGOs to Revolutionise Teaching in Govt Schools
History, Identity, and Pride: Books That Make Sense of Being You
Delhi Government Clears Ordinance to Regulate Private School Fees After Protests
Of Formulas and Frames: Why India Must Stop Dividing Science and Art
43-Day Hunger Strike Ends as Govt Backs Teachers’ Demands
OpenAI Academy Launches in India to Democratise AI Education for Students, Teachers, and Startups
World Environment Day: Why Your School’s Environmental Education Needs a Cleanup
UNESCO Flags Foundational Learning Crisis & Leadership Gaps in India’s Education System
Beyond the Buzz: Investors Call for Grounded AI Innovation in Indian Classrooms
Education Ministry Launches National Drive for Healthier, Safer Schools
Is Your School Following These Mandatory CBSE Committees?
“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
CBSE Warns Dummy School Students May Be Barred from Board Exams
Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET
China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
India Bids Farewell to NEP Architect Dr K. Kasturirangan
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