A recent survey conducted by NCERT’s National Assessment Centre has revealed that only 47% of schools across India currently offer any skill-based courses to students in Class 9 and above. This statistic highlights a significant gap in the availability of practical, job-ready education at the secondary level—an area that India’s New Education Policy has been aiming to strengthen.

The survey also found that student enrolment in these courses is even lower. Just 29% of students in Classes 9 and above have opted for skill-based subjects, indicating the need for better awareness, guidance, and integration of these programmes into mainstream learning.

The courses that are being offered include trending and industry-relevant subjects like Artificial Intelligence, Data Analytics, Digital Marketing, and E-commerce. However, experts believe these numbers are far from adequate in a country with one of the world’s largest youth populations.

At the higher education level, there is a stronger push for integrating skills into curricula. Many skill universities now structure their programmes with a 60% to 70% skill-based component, offering students a blend of theoretical and practical knowledge designed to make them workforce-ready.

The NCERT report recommends that more schools must be brought into the fold of skill education. With the job market rapidly evolving and the demand for digital and emerging technology skills growing, strengthening school-level skill education can bridge the gap between academic learning and real-world employability.

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Building robust vocational streams in schools could also help address the challenge of students dropping out after secondary education due to a lack of clear pathways into meaningful careers.

Under the leadership of Chief Minister Yogi Adityanath, the state is rolling out astro labs in government schools at the block level, aiming to strengthen scientific thinking and curiosity among school children, especially in rural areas.

According to a statement issued by the government, these labs—named Amrit Kaal Learning Centres—are being developed through a public-private partnership (PPP) model and are already operational in several districts.

The initiative is designed to give students access to real-time, hands-on learning experiences using tools like Dobsonian telescopes, VR headsets, microscopes, light experiment kits, and anatomical models. These tools go beyond textbook learning, allowing students to explore astronomy, gravity, light, and the physical world through direct experimentation.

Officials say the initiative has already made significant impact. In Ballia district, for example, science labs have been established in all 17 blocks to make science more engaging and inquiry-driven.

Ballia District Magistrate Mangla Prasad Singh said the labs are aligned with the state’s broader goal of making science accessible and meaningful. “These labs are designed to foster experiential and inquiry-based learning,” he noted.

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Chief Development Officer Aojaswi Raj added that each lab costs between ₹2.5 to ₹3 lakh, including both the equipment and teacher training. The inclusion of orientation sessions, video guides, and mentorship support for teachers ensures that the labs are used effectively in classrooms.

“These labs have sparked genuine curiosity among children, who now ask questions, observe the night sky, and explore concepts far beyond the standard curriculum,” said Raj.

The program is part of a larger effort to bridge the gap between urban and rural education. With access to advanced tools and teacher support, children in villages are beginning to imagine careers in space science, inspired by stories like that of Indian-origin astronaut Shubhanshu Shukla.

The UP government hopes this initiative will help build a future-ready generation, where aspiration is not defined by geography, and the boundaries of scientific exploration begin right from the classroom.

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According to the government’s latest PARAKH Rashtriya Sarvekshan report released on Monday, Class 3 students across India have yet to return to pre-COVID academic levels. The survey, conducted in December 2024, covered more than 21 lakh students from Classes 3, 6, and 9 across 74,229 schools, offering a large-scale snapshot of student learning recovery after the pandemic.

Among the three grades, Class 3 is the only one surveyed in all three rounds (2017, 2021, and 2024) — allowing for direct comparison. While there has been an uptick in scores since the 2021 assessment, they remain below the national average recorded in 2017.

In 2024, Class 3 students scored an average of 64% in language, compared to 62% in 2021 — but still lower than 66.7% in 2017. In Mathematics, the score stood at 60%, up from 57% in 2021, but below the 63% recorded in 2017.

Students were found to struggle the most in reading short stories and understanding them (60%), while performing best in everyday language usage (67%). In Maths, the lowest scores came in geometry and money concepts (50%), with the strongest performance in identifying basic shapes and number patterns (69%).

The survey’s structure is aligned with the National Education Policy (NEP) 2020, which breaks school education into four key stages. Class 3 marks the end of the Foundational Stage, making it a crucial checkpoint for basic literacy and numeracy.

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Classes 6 and 9: Scores Below 50% in Most Subjects

Students in Classes 6 and 9 showed average scores below 50% in all subjects except language, suggesting that older cohorts may be bearing the brunt of prolonged learning loss from pandemic-related school closures.

A senior official from the Ministry of Education noted that these grades missed nearly two full years of classroom instruction during a critical developmental period. Despite visible recovery since 2021, the learning gaps persist.

Why This Matters

The findings serve as a reminder of the lasting impact of the pandemic on India’s school education, especially for early learners. The report calls for targeted learning interventions, curriculum adjustments, and robust teacher support systems to help students recover foundational skills.

With only limited time before students transition into higher stages of schooling, the emphasis is now on accelerated catch-up strategies and deeper diagnostic assessments to address these persistent gaps.

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The Punjab government has announced that all Class 11 and 12 students in government schools will receive skill education in business and marketing from the upcoming academic session. The initiative is being implemented under the Punjab Young Entrepreneurs Scheme.

According to Education Minister Harjot Singh Bains, the programme aims to introduce basic entrepreneurship concepts to senior secondary students. As part of this, students will be required to develop and present business ideas as subject-linked projects. The state has also invested in setting up innovation labs in schools to support product development and technical training.

The initiative was formally presented at the Business Blasters Expo 2025, where student teams from various districts showcased business models to a panel of educators, industrialists, and startup professionals. According to official information, participating teams received financial support to take their ideas forward.

Some of the student-led projects included products such as handmade goods, natural cosmetics, customised simulators, framed artwork, and cycle-based mobility solutions. In one case, a student from Mullanpur Dakha created decorative items that were later sold in the market at a significantly higher margin.

The Education Minister also cited employment data between 2014–15 and 2021–22, pointing to a gap between job applicants and job placements. The scheme, he said, is being introduced with the aim of equipping students with skills relevant to today’s economic landscape.

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Initially piloted in 30 schools, the Punjab Young Entrepreneurs Scheme is now being scaled across the state. The business and marketing module is expected to cover financial literacy, product development, market analysis, and customer outreach.

The government has stated that the curriculum will align with academic requirements while also supporting practical exposure. Further partnerships with technical institutions and industry stakeholders are also being explored.

Thousands of voices echoed across the valley districts of Manipur on 5th July, as students, teachers, and civil society members marched in unison, demanding an uninterrupted and safe educational environment. Marking the 18th Disturbance-Free Education Zone Demand Day, the rallies were spearheaded by the Democratic Students’ Alliance of Manipur (DESAM), with support from over 15 civil society organisations.

Held across Imphal East, Imphal West, Kakching, Thoubal, and Bishnupur, the rallies were unified under the message: “Make Education a Disturbance Free Zone.” From THAU Ground near the Legislative Assembly to Imphal College, and similar routes in other districts, demonstrators walked with banners, placards, and resolute slogans calling for peace and protection of learning spaces.

This year’s observance comes at a particularly sensitive moment for the state, as Manipur continues to reel from over two years of ethnic conflict, political instability, and administrative disruptions. These challenges have had a disproportionate impact on the state’s education system—schools in conflict zones have been intermittently closed, exams postponed, and many children displaced from both their homes and classrooms.

Speaking to the media during the rally, DESAM President Mayengbam Somorjit urged the government to pass legislation mandating a minimum of 220 academic days per year, to ensure stability and learning continuity even during crises. He emphasized that children in Manipur must not be deprived of their right to education because of circumstances beyond their control.

Other demands included the appointment of Directors of Education from among experienced educators, and greater transparency in recruitment and promotion processes within the education department. There were also strong appeals to armed groups to abstain from placing financial or material demands on educational institutions—a practice that has led to school closures and security concerns in the past.

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The rallies were largely peaceful and drew significant participation from both urban and rural communities. Protesters stressed that beyond political resolution, restoring education must become a humanitarian priority.

In the past two years, students in conflict-affected districts have faced regular school closures, sporadic internet blackouts, and mental health challenges, as families grapple with violence, displacement, and uncertainty. NGOs and local educators have warned of rising dropout rates, learning loss, and a deepening digital divide—especially in remote or vulnerable communities.

While the larger political crisis in Manipur continues to seek resolution, the message from students and educators is clear: education must be safeguarded. As one banner read during the march: “Books, not bullets. Peace, not pauses.”

Tripura Chief Minister Dr. Manik Saha on Friday launched the ‘Tripura School Quality Assessment and Accreditation Framework (TSQAAF),’ a state-level mechanism aimed at standardising and evaluating school performance to align with national quality benchmarks.

Speaking at the launch event at Rabindra Shatabarshiki Bhavan in Agartala, Dr. Saha, who also holds the Education portfolio, emphasised that while academic knowledge is essential, it must be accompanied by values, social awareness, and holistic development.

“Textbook education can never be the standard of life,” the Chief Minister stated, adding, “Along with education, children should also be engaged in social work.”

The TSQAAF is expected to serve as an evaluative framework that not only sets indicators for school infrastructure, teaching practices, and learning outcomes but also focuses on co-curricular and value-based education. According to officials, the framework will allow schools across Tripura to be assessed, accredited, and guided for improvement on measurable parameters of quality.

Saha acknowledged that the state education department is adapting to the evolving needs of learners and aligning with national initiatives like the National Education Policy (NEP) 2020. He highlighted the importance of uniformity in curriculum and assessment to ensure students across India are prepared for central-level competition.

“If there is a uniform question paper, our children can also compete centrally,” he said.

The CM also spoke about the broader responsibilities of teachers in shaping character, ethics, and social consciousness among students. He encouraged the inclusion of practical subjects that address social problems and life skills, going beyond syllabus-bound instruction.

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Reaffirming the state’s commitment to education reforms, Saha said quality teachers are being recruited through the Teacher Eligibility Test (TET), and more appointments are planned to strengthen the system further.

Senior officials, including Special Secretary of the Education Department Raval Hemendra Kumar, Director of Education N C Sharma, and SBI Foundation CEO Sanjay Prakash, were present at the event. The SBI Foundation has also extended support to the state’s education initiatives.

The TSQAAF initiative marks another step in Tripura’s education reform roadmap, aimed at creating a comprehensive schooling environment that prepares students for academic success while also cultivating civic responsibility.

Astronaut Shubhanshu Shukla, currently stationed aboard the International Space Station (ISS), answered questions from schoolchildren during a live interaction hosted under ISRO’s Vidyarthi Samvad Program.

The session, designed to bring students closer to the realities of space science, turned into a heartwarming and humorous conversation about food, sleep, and the sheer wonder of viewing Earth from space.

When asked how astronauts sleep in zero gravity, Shukla smiled and explained: “There is no floor or ceiling in space. Some of us sleep on the wall, some on the ceiling. We have to tie ourselves down so we don’t float away while sleeping.”

The conversation became sweeter when Shukla revealed that he brought familiar Indian flavours with him into orbit. “I have carried gajar ka halwa, moong dal halwa, and mango juice with me from India,” he said, to the delight of the young audience. He clarified that the halwa was specially medicated for space missions, not made at home — a detail that sparked laughter and curiosity alike.

The astronaut also spoke about daily life aboard the ISS, including how exercise is essential to counter microgravity. “We ride bicycles here, but there are no seats. We strap ourselves in with belts,” he told the children, who were both fascinated and amused by the image.

For Shukla, however, the highlight of being in space remains the view of Earth. “That blue sphere, that light mist… seeing Earth from here is the most beautiful experience. It’s hard to describe in words.”

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Addressing mental well-being, he shared how astronauts stay connected with their families. “Technology helps bridge the distance. We can talk to our loved ones, and that keeps us grounded — even when we’re not.”

Also present during the interaction was Group Captain Angad Pratap, a fellow member of the Gaganyaan mission crew, who encouraged students to consider careers in aviation and space science.

For many students, the session was a dream come true. “It felt like science fiction,” said one participant. “Now I believe I can go to space one day.”

As India continues its rapid progress in space exploration, conversations like these serve as reminders that inspiration is as critical as infrastructure — and that sometimes, a simple chat with an astronaut can launch the imagination of an entire generation.

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In a recent public interaction, political campaigner and policy strategist Prashant Kishor detailed a long-term education plan aimed at overhauling Bihar’s school system. Emphasizing structural change over symbolic efforts, Kishor’s proposal focuses on centralized excellence, increased parental choice, and a phased financial roadmap over a 10-year period.

At the heart of the model lies a shift from quantity to quality. Rather than building one school in every village, the plan envisions five world-class government schools per administrative block, inspired by the legacy of the prestigious Netarhat Vidyalaya. These institutions would be open to students from all socioeconomic backgrounds, with Kishor stating that school buses and transport access would ensure that no child travels more than 20 minutes to reach school.

For families dissatisfied with local government schools, the model introduces an alternative: state-funded access to private education. If a student opts for a regulated private school nearby, the government would bear the cost. According to Kishor, this mirrors global best practices and provides an immediate quality option while public school infrastructure is being upgraded.

Contrary to the common belief that government education is cost-free, Kishor highlighted that Bihar currently spends an average of ₹850 per month per child in public primary schools. In comparison, many private institutions operate at a lower cost. “It’s not about public versus private. It’s about outcomes and value,” he stated.

The financing strategy involves a three-part allocation of the current education budget:

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1. Building new elite schools (500 per year; 5,000 in 10 years)

2. Improving existing government schools

3. Funding private education for low-income students where needed

The total projected investment over a decade is ₹1 lakh crore.

The proposal has triggered a wider conversation around efficiency, equity, and the future direction of school education in under-resourced states. While it has been shared in a pre-election context, the structural detail and comparative lens make it notable for educationists and policymakers nationwide.

As the national education landscape continues to evolve post-NEP 2020, Bihar’s unfolding discourse offers a compelling case study on scalable, outcome-driven reform.

In a bid to support youth skilling in India, NIIT Foundation and YuWaah (a UNICEF India initiative) have jointly launched an Open Online Course in Digital Marketing as part of their #NayiDigitalDisha campaign.

The initiative has been rolled out in Rajasthan, Jharkhand, and Odisha and aims to reach 500 participants. The 8-week online program has been structured to be accessible to learners from underserved and remote areas. Upon completion, students will receive a credential assessed by NCVET and certified by NSDC.

The curriculum focuses on practical digital marketing skills including social media strategy, online customer sourcing, and campaign execution. Course development was led by NIIT Foundation, drawing on industry consultation and its prior experience in skill training.

According to the organisers, the goal is to provide industry-aligned learning opportunities to help learners secure employment and enhance their readiness for digital roles. Participants will receive certifications from both NIIT Foundation and YuWaah, UNICEF.

The program’s implementation coincides with India’s broader push towards a skilled workforce, aligning with national goals to build digital and job-readiness capacity by 2047. The digital learning initiative is part of a larger ecosystem supported by YuWaah that includes career guidance, leadership opportunities, and pathways to socio-economic participation for young people.

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Earlier success stories, such as a student securing job placements after course completion, indicate emerging results; however, the course’s full impact is yet to be assessed as it progresses through its first implementation cycle.

In a move set to impact India’s school education ecosystem, the Department of School Education and Literacy (DoSE&L), Ministry of Education, convened a high-level National Conference on Curricular and Assessment Equivalence of Boards and Improving Learning Outcomes at Sushma Swaraj Bhawan, New Delhi.

With over 250 senior officials from education departments, boards, SCERTs, and autonomous bodies like CBSE, KVS, and NVS, the conference reflected a coordinated push to align learning outcomes and assessment standards across India’s diverse schooling systems.

Chaired by DoSE&L Secretary Sanjay Kumar, the sessions explored how India can move toward competency-based education while ensuring fairness and flexibility for States/UTs. He emphasised that equivalence in curriculum and assessments is essential as India modernises its academic benchmarks in line with NEP 2020.

A key highlight was the launch of the PARAKH Rashtriya Sarvekshan Dissemination Portal, giving open access to national and state-wise data on student performance. The tool is designed to help States/UTs craft targeted improvement plans.
Prof. Indrani Bhaduri, CEO of PARAKH, also unveiled the findings from the 2024 National Survey, highlighting district-wise variations and prompting calls for data-driven, localised reform.

Best practices from six States/UTs — including Kerala, Punjab, UP, and Maharashtra — offered a practical lens on how systemic innovations can drive classroom-level change.

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The conference also delved into board equivalence frameworks, with seven State Boards — including Andhra Pradesh, Assam, Goa, and J&K — presenting models for alignment of curricula, assessments, and evaluation standards.

CBSE Chairperson Rahul Singh spoke on school quality assurance, urging emphasis on self-evaluation and data transparency.
The conference spotlighted the School Quality Assessment and Assurance Framework (SQAAF) and called for the establishment of State School Standards Authorities (SSSA) in every State/UT.

Further, the session on vocational education equivalence underscored the importance of recognising school boards as vocational awarding bodies — a step towards seamless academic–skill integration and lifelong learning.

Ready Reckoner videos, Holistic Progress Cards (HPCs), and tools for continuous, child-centric evaluation were also introduced, aimed at embedding NEP’s vision in day-to-day school practice.

The event concluded with a collective reaffirmation: building an equitable, high-quality education system will require collaborative governance and commitment to learning for all.

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