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.”
The Delhi government has introduced a new online training programme designed to equip teachers with essential first aid skills to respond effectively during health emergencies in schools.
According to a circular issued by the State Council of Educational Research and Training (SCERT), the course — titled “First Aid – To Improve Human Reaction in Challenging Health Situations” — will be conducted under the Massive Open Online Course (MOOC) format. The training is mandatory for all teachers and will run from October 9 to October 19, 2025.
The initiative aims to increase awareness about the importance of readiness in medical emergencies and the role of first aid in saving lives. It will also educate teachers on maintaining functional first aid kits in classrooms and demonstrate practical methods for administering care in real-life situations.
Teachers must achieve at least 70 per cent in each assessment to complete the course successfully. Upon completion, participants will receive certificates, which can be downloaded directly from the platform.
By introducing this online training, the Delhi government seeks to build a culture of preparedness and safety across schools. With thousands of teachers gaining basic emergency response skills, the initiative is expected to significantly improve the ability of schools to manage sudden health crises and ensure student well-being.
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.
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NCERT Introduces ‘Swadeshi Module’ to Foster Self-Reliance and Indian Values in Schools
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Empathy as a 21st-Century Competency: Developing Emotional Intelligence among Students
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Education3 months agoNCERT Launches New Class 5 & 8 Textbooks, Makes Art Education Mandatory
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Education3 months agoNo More Backbenchers: How a Simple Seating Shift Is Reimagining Learning
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Education3 months agoIn Every Smile, a Victory – Sandhya Ukkalkar’s Journey with Jai Vakeel’s Autism Centre
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Education3 months agoThe Man Who Called His Students Gods: Dwijendranath Ghosh
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Education3 months agoIndian Army to Sponsor Education of 10-Year-Old Who Aided Troops During Operation Sindoor
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Education1 month agoBeyond the Numbers: Reading Between the Lines of UDISE+ 2024–25
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Education3 months agoNCERT’s New Class 8 History Textbook Addresses “Darker Periods”, Highlights Religious Intolerance and Resilience
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Education1 month agoEducation with Purpose: Shaping Responsible Learners for a Better Tomorrow
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Edutainment1 month agoWeaving Social-Emotional Learning into the Curriculum
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Education1 month agoEducate Girls Becomes First Indian NGO to Win the Ramon Magsaysay Award
