Education
Anil Swarup, Secretary, School Education & Literacy lists the many positives of the current education scenario, in an exclusive chat at SGEF 2017.
“I owe to my teachers what I am. Just yesterday I spoke to my teacher who taught me 45 years ago. I’m in touch with quite a few of them. Some of them are no more in this world but they continue to inspire me. I remember each of their statements… I love them,” says Amil Swarup.

The vicious circle of poverty and education… How do we break it?
As you rightly said, it is a vicious circle. People, at some point in time, didn’t have money and couldn’t get their children educated. And since they were not educated, they continued to be poor. A lot has happened in the past 10 years and if you look at the data of children attending school, almost everyone goes to school. This is because of efforts of various governments in terms of seeing that every child comes to school irrespective of the income. Firstly, it is the free education being provided by the government, and secondly, the Right to Education Act which ensures that every child does get an education. We have managed to get the child to the school but I think the problem now is to see that the child gets actually educated. He has come to the school but I’m not very sure if the quality of the education we are imparting to him, especially in government schools, is good enough for him to get educated. So that is something we are looking at.
Earlier you briefly touched upon the education mafia. Are they are hindrance in your approach which calls for low cost resources and higher outcomes?
In any walk of life, be it government or personal life, there would be hindrances. And there are hindrances and challenges I enjoy, given my past work in the Coal ministry and otherwise. I’ve enjoyed these challenges and I will continue to enjoy the challenges here. Yes, mafias are present in education as well – probably they are trickier than the ones we had in the Coal sector. But that is a lovely challenge; let’s see what happens!
Right, so evidently there’s no backing down where you are concerned?
It’s too late in the day for me to back down. I’m coming to a close to my innings as a bureaucrat. I haven’t backed down in the past and hopefully I’ll continue to be the way I am!
Amidst the scenario of multiple boards in India, would the government consider a single board system for the entire country?
My take is that India is a country of many countries, in the sense that we have different cultures, different languages, and different social norms. To impose something from the Centre would not be advisable. If the Centre is able to create a board which attracts everyone and all voluntarily join this board, I would be only too happy to have that. As long as we are unable to provide a platform where everyone willingly joins in, I would definitely not impose anything on anyone. In a country like ours, we should allow different systems to operate and evolve. Over a period of time, if there is a feeling amongst the consumers that they should ride on a particular board, then they should be facilitated to do that. People should be given a choice.
Ideally, the process of identifying, documenting and replicating different teaching models across the country should be conducted every year by an appointed team of experts…
We are already doing that, and will continue to. I don’t think the Education Secretary should be going around the country to identify different models. Right now I am not travelling so much but I am getting all the feedback from all over the country from delegated people who send me those details. Then there is intensive interaction and we see how that particular model could be replicated.
Credit for this entire grassroots model must go to you. Nothing of the sort existed before, over the decades…
You know, I would not say that; I’m sure there must have been some effort in the past also to identify such models and replicate them. But, I think, in a structured manner, this is the first ever effort to put in place an institution mechanism through which you discover the good work that is happening in education in the country. We have now set up a portal called ShaGun (Shala Gunvatta), where all these models of good work are being displayed, for people to see and replicate on a wide scale.
What exactly would be the objectives you hope to achieve through the National Teacher’s Platform?
As I said, there is so much good work being done by so many teachers in the country. Now, how do you get the other teachers to know what good work is happening? So you create this portal wherein all the good work gets filtered, gets curated, and is then placed on the portal. Through a navigation tool, if a teacher wants to understand how the Archimedes Principle can be explained, and it has already been explained beautifully by a teacher somewhere in the country, she can actually pick that up and show it to the students, or then learn it herself. What we are trying to do is create this virtual platform wherein the good practices, the good lessons, get showcased. And more importantly, as there is an information overload, there is a team which curates it; it provides a navigation tool so one can pinpoint and go to the particular video they are seeking. Problem today is if you go to Google and search, you will spend so much time in arriving at what you want to know. This navigation tool which we are putting in place will enable the teacher to reach where he or she wants to reach, almost immediately.
Do you think anganwadis and government schools should work together, as the anganwadi workers also act as teachers?
I’m so glad you raised this point. Just 10 days ago, Secretary, Women & Child Welfare and I sent a joint letter to chief secretaries to bring in anganwadis wherever possible to primary schools. It will solve a number of problems.
In the midst of so many negatives about education in India, can you share a few positives about our Indian education system?
Well, amazing positives! In the first place, look at the data when India got Independence and look at where we are today – almost every child is going to school! That is a huge positive, to get the child to the school. If you look at the Korean model of education, they did precisely this. Initially they got the child to the school and then they taught him. We have got the child to the school, now the challenge is to teach the child. Number 2 – despite all the problems there are wonderful, wonderful models that are available in the country, and that is a big positive. As I said during my presentation, the idea is to see how that can be replicated and scaled. Number 3 – I think we have a set of such dedicated teachers. The challenge now is to recognise them, so that others feel deprived and yearn for a similar recognition. And when they want similar recognition, they will improve themselves. Create that challenge amongst the teachers, create that competition amongst the teachers. Similarly, there are wonderful schools that are doing good work. Can we identify them? Can we put them on a pedestal for others to see? There are such wonderful things that are happening. There is such positive energy that I see in the country. When I travel through the country, I find people who feel that things can still be done! And they can still be done, because they are actually being done! The question is whether I am able to direct the attention of the majority of the people to things that have happened rather than the things that haven’t happened, so as to learn from them. As all this is happening within the country, you won’t have doubt about its replicability. If these examples were to exist outside the country, then people would think twice if that same example could be replicated here. But if it is happening within the country, it gives you the conviction that it could happen in other places as well.
What’s a day in the life of Mr. Swarup like?
Oh, I enjoy every moment that I have, irrespective of what is happening around me! I rise a bit early and do some physical exercises to keep myself fit, I reach the office around 15 – 20 minutes ahead of the office time. And the initial hour that I have at the office is a very useful hour where no one disturbs me and I do my work. We have managed to digitise all files and papers so we don’t have files and papers. When I leave your place, as I go back I’ll do all my files and when I reach the office I won’t have any files pending to be seen. A lot of work gets done as I move. I enjoy travelling a lot, so I travel at least once a week if not more. I go to different places, because that is where the action is. Like I often say, Delhi is a fiction; real learnings are in the states. You move around, you learn; I do that. I avoid sitting in the office beyond 6 pm, 6.30 at the most. I come back home and enjoy spending time with my grandchildren; I love that the most. That’s my personal time and I look forward to it.
What was the current Education Secretary like as a student?
Oh I was very naughty! I was a sportsman. I used to study a bit; later I realised that if I didn’t I wouldn’t get into any service! And I owe to my teachers what I am. Just yesterday I spoke to my teacher who taught me 45 years ago. I’m in touch with quite a few of them. Some of them are no more in this world but they continue to inspire me. I remember each of their statements… I love them.
Regarding the ScooNews Global Educators Fest, do you think an initiative like this helps on different levels?
Oh, it’s an amazing effort! I had never thought that I was coming to such an event. I thought it would be just speeches and then it would be over. But what you have done here is, you have got the practitioners together. I don’t get to meet too many practitioners in a conference; there are too many speakers. But there are practitioners who are very good speakers as well so they are very inspiring! The two speakers that I have heard so far have left me amazed. So much to learn from them, so much is happening and they have done it despite everything going against them. They have managed to achieve something. And they were so good in conveying what they have done. Very inspiring!
You featured on the cover of ScooNews magazine in July 2017. Any feedback on the magazine?
Many magazines have good editorial content which indeed ScooNews also has. But what amazed me was the production quality – it is so well produced, so well presented. Compliments to the team for presenting it so aesthetically! I loved it! Content-wise, I am no expert but I would suggest you get good practices reported as much as you can.
This interview appeared in the September 2017 issue of ScooNews magazine.
Education
Delhi Government Launches Online First Aid Training Programme for Teachers

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.
Education
Atal Innovation Mission and IFCCI Join Hands to Scale Up Atal Tinkering Labs Across India

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.
Education
Ministry of Education to Promote Clean and Vibrant School Environments

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.
Education
NCERT Introduces ‘Swadeshi Module’ to Foster Self-Reliance and Indian Values in Schools

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.
Education
Class 11 Student Navya Mrig on a Mission to Bust Myths About Organ Donation

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)
Education
India Loves its Teachers, Just Not Enough to Pay Them: India Today Reports

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.
Education
Government Plans to Introduce Skill-Based Learning in Class 11 and 12 Curriculum

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
Education
Maharashtra Education Department Plans Students’ Tour to NASA

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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