Education
Another vitally important ‘Climate Change’ that parents need to understand…
There is another vitally important ‘Climate Change’ which needs our urgent attention and the disastrous effects of which are alarmingly visible: the change in the climate or environment of a child over the last few decades.
Published
6 years agoon

There is another vitally important ‘Climate Change’ which needs our urgent attention and the disastrous effects of which are alarmingly visible: the change in the climate or environment of a child over the last few decades.
The joint family environment, of a few decades ago, provided a child with a healthy mix of attention from family members of different ages and unstructured time to create his own learning. Starting school later than a child does today, there was no pressure to write, study, perform, speak in a language other than the mother tongue or stress about marks, exams or failing. A code of conduct, family values were observed and followed without any explicit teaching as learning proceeded organically on a scaffolding of a child’s own experiences. Language was not just a subject in school but an enjoyable medium of expression replete with songs and riddles and rhymes carrying forward a cultural tradition, with no absurd insistence on speaking in English.
Non-judgmental grandparents, providing unconditional love and encouragement, enriched a child’s environment by interacting patiently and joyously, building a bond of deep love and trust. So, growing up was a mostly relaxed and enjoyable experience which one skipped through blithely. Those of my generation happily recall growing up on nutritious food, pure air, loving care, laughter and lots of unstructured playtime; all the things that seem to have vanished from a child’s environment now.
As the era of nuclear families began, a child still had the opportunity to spend his vacation in the home of grandparents and the interaction continued to strengthen his impressionable core, while the stay at home parent, mostly the mother, still provided hands-on loving care, unfettered by the stress of balancing a work and home life.
More change happened as women held competitive jobs and became financially independent. This morphing into both parents working changed the child’s immediate environment drastically. The primary caregiver of the children of educated, qualified, well to do parents, became the semi or uneducated maid who was often from another state, spoke a different tongue and was not personally invested in factors which affected the long-term wellbeing of the child. She was paid primarily to take care of the physical needs of the child and emotional and mental development took a backseat. As the parents painstakingly charted their career paths and worked hard to achieve their professional goals in a super competitive corporate world buoyed by a booming economy, a child’s world, heartbreakingly, shrank.
It is pertinent to keep in mind Erik Erikson's Theory of Psychosocial Development in this context. Erikson believed that personality develops in a predetermined order through eight stages of psychosocial development, from infancy to adulthood. During each stage, the person experiences a psychosocial crisis or conflict which could have a positive or negative outcome for personality development. The first and most fundamental stage occurs between birth and one year of age. In this stage the conflict is between trust and mistrust and developing trust is based on the dependability and quality of an infant's caregivers. If a child successfully develops trust, he develops the quality of hope which helps him feel safe and secure in the world. Inconsistency, emotional unavailability or rejection in caregiving, contribute to feelings of mistrust in children. Failure to develop trust at this stage results in fear and a belief that the world is inconsistent and unpredictable.
Autonomy versus shame and doubt is the second stage of Erikson's stages of psychosocial development. This stage occurs between the ages of 18 months to approximately three years. According to Erikson, children at this stage are focused on developing a sense of personal control over physical skills and a sense of independence. Success in this stage will lead to the virtue of will. If children in this stage are encouraged and supported in their increased independence, they become more confident and secure in their own ability to survive in the world.
If children are criticised, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may then become overly dependent upon others, lack self-esteem and feel a sense of shame or doubt in their abilities.
So, in the child’s changed environment, some of the most vitally essential features of this very important phase of life were no longer there to ensure a firm and value-based foundation and a strong, confident core.
Gone was the stimulating multi-layered, multi-dimensional, multi-hued environment of a joint family. Gone was the vital bond of love and trust intrinsically nurtured by patient grandparents who joyfully shared the valuable resource of unhurried time and unconditional love, so vital for the development of self-esteem. Gone also was the care and concerned-looking after by a stay at home mother who, though seemingly strict, still provided an emotional and nurturing stability to the home environment.
It was as if in a hitherto brightly lit hall, someone had come along and switched off all the lights one by one, leaving behind darkness and gloom. So that instead of a kaleidoscopically vibrant environment which used to nurture a child’s mental, physical, social and emotional growth, and enabled osmotic learning of family values, the child was left sitting in a darkened hall with a semi-literate maid, staring at a flickering screen.
Both the parents climbed still higher on the corporate ladder and proudly got individual screens, often not just for themselves but also for their child. The child’s world shrank even further. When the parents thought they were opening up the windows of the exciting modern world for their child, they were actually facilitating the shutting down of vital windows of cognitive development in a child’s mind. The lack of a stimulating, emotionally nurturing environment leaves the child unprepared for the world outside as the elements which should have been firmly in place are, sadly, missing.
Imagine an incomplete and weak foundation, on which parents dream of building an ambitious shiny glass and chrome megastructure. A very important part of this mega structure is ‘providing the best’ to their child. From SINKs to DINKs, people have graduated to DIOKs- Double Income One Kid! The inevitable happens! With hefty packages, stock options, investments and disposable income both parents are committed and enthused to provide the best for their child, except that unknown to them, they cease to be the torchbearers of cultural family heritage, passing on the wisdom accumulated over generations and become, instead, mere providers of an expensive education, branded clothes, latest gadgets and foreign holidays, moulding the children into younger keeping-up-with-the-Joneses models of themselves! Instead of parents, they become managers, chauffeurs, waiters, valets, ayahs and, tragically, often even doormats of their children.
The child, therefore, for no fault of his, to begin with, grows up into a very different being. With an underdeveloped emotional quotient and with access to all the goodies his doting parents have provided him, he is treading a very rocky path, which becomes more and more apparent as he grows older. And yet the parents are quite oblivious of the flawed foundation, the damage that’s already done and the problems that lie ahead.
They continue to miss the vitally important and focus on exams and marks instead. They see good grades as the boat which will help their child cross the turbulent seas of life and land him safely on the golden shores of high paying jobs in MNCs so that the whole cycle of hefty packages, stock options, investments, large disposable incomes leading to expensive education, branded clothes, latest gadgets, foreign holidays, etc. can begin all over again and consume one more generation, taking it further and further away from the fundamental values, age-old wisdom and eternal truths about life developed experientially through centuries till a time will come when we would have forgotten who we were and wouldn’t know how to handle the numerous frightening aspects of who we have become.
Children, used to personal providers, grow up cocooned in a bubble of interacting with ‘people like us’ with whom they share sensibilities, priorities and choices. They are disconnected from the realities of the larger mosaic of life. They are sent out to fend for themselves, their only skill being the ability to earn a big salary. Since they haven’t grown up learning the give and take of relationships, as bewildered adults, they often struggle through their own relationships.
Since the only thing expected from the child is high marks, while parents play the role of being Personal Providers & Managers [PPM] to the hilt, preempting situations and protecting him from the consequences of his own actions, the child does not learn to take responsibility for anything in his environment and grows up only replacing the high marks with a high salary. During this journey, parents too are often baffled when their child is rude, insensitive and thinks nothing of hurling hurtful words towards them. They cannot understand why the apple of their eye is taking things for granted, not being able to appreciate or empathise and is generally behaving like a monster. Far from the joyous and fulfilling bond it can be, parenting becomes a journey laden with hurt, stress and apprehension, where the parents go through the motions, doing what they think is required of them, bending over backwards to adapt, align, change their lives in accordance with the child’s supposed needs, while the child merrily skips along, with a huge sense of entitlement, blissfully unaware of the difference between ‘needs’ and ‘wants’ and good and bad behavior.
It has been rightly said that we need to prepare our child for the road, not the road for our child. While ‘doing the best’ and ‘giving the best’ as a parent, the focus should be on those fundamental, vital aspects which need to be nurtured and cannot be bought. Parenting can be a joyful journey of discovering and learning together, of love, laughter and companionship, of mutual respect and empathy, instead of being a stressful, emotionally draining journey of unpredictability and fire-fighting. Let’s really give our children the best in the truest sense of the word, because no child deserves anything less.
About the author:
Valentina Trivedi is an education consultant and performance artist. She holds workshops for teachers and parents, and enjoys interacting with children and learning from them
You may like
-
Class 3 Learning Levels Show Gains Since Pandemic, But Still Below 2017: PARAKH Survey
-
Manipur Rallies Call for Disruption-Free Education Amid Ongoing Unrest
-
Tripura CM Launches School Framework, Stresses Social Work in Education
-
“We Sleep on Walls Here”: Shubhanshu Shukla Talks to Indian Students from Space
-
A Structural Proposal to Transform School Education in Bihar
-
National Conference Pushes for Common Standards Across School Boards
-
Maharashtra: Over 8,000 Villages Lack Schools, CCTV Compliance Still Patchy
-
Haryana to Offer Free After-School Coaching for JEE, NDA Aspirants
-
Telangana CM Calls for Overhaul of Intermediate Education in Telangana
-
Indian Astronaut Shubhanshu Shukla to Connect with School Students Live from Space
Education
Class 3 Learning Levels Show Gains Since Pandemic, But Still Below 2017: PARAKH Survey
Published
6 minutes agoon
July 8, 2025
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.
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.
Education
Design and the Future of Learning: How Architecture is Shaping Next-Gen Schools
Published
39 minutes agoon
July 8, 2025
Schools Undergoing Change in India
Schools in India are undergoing a major transformation. Teaching methods are evolving, and schools must meet rising expectations from students, parents, and educators. The National Education Policy (NEP) 2020 has introduced a fresh approach to learning, making it essential for new schools to be designed with these ideas in mind. Older campuses also need thoughtful upgrades and renovations to keep pace.
Schools must adapt to stay relevant in the years ahead. Designing flexible, future-ready spaces is no longer optional, it is vital for creating learning environments that will serve new generations for decades to come.
Experiential Learning
Experiential learning is reshaping education by focusing on hands-on, experience-based learning. It encourages students to take part in activities, real-world problem-solving, and interactive projects that spark curiosity and innovation. Collaboration is central — students work together to tackle challenges, share ideas, and find solutions. This approach deepens understanding and builds teamwork and communication skills needed for future work.
The Importance of Collaboration
Creating spaces that foster experiential learning, enhance engagement, and build critical thinking is essential. Collaborative spaces are a core part of modern school design. They encourage active learning and help students grasp concepts in a deep and meaningful way. By fostering collaboration, schools enable students to develop the skills necessary for success in a rapidly changing world.
Evolving Traditional Classrooms
Traditional classrooms are changing fast. The old rows of desks facing the teacher are giving way to flexible layouts that support different ways of learning. Today’s classrooms can easily switch between standard seating for lectures, conference-style setups for group work, seminar formats for presentations, or campfire circles for open discussions.
Good spatial design plays a big role in building critical thinking and problem-solving skills. A well-designed classroom makes it easy to rearrange furniture for each activity, helping students engage more, think creatively, and learn better together. Studies show students are more motivated and focused in classrooms that adapt to different teaching styles and make learning more interactive.
Spatial Design to Encourage Collaboration
Classrooms with movable furniture allow easy reconfiguration for group work, individual study, or interactive discussions. Flexibility is crucial in modern school design, with modular furniture, movable walls, and multipurpose rooms adapting to different needs. Removing long corridors and creating learning commons with classrooms around them is another innovative approach. Classrooms can open into these commons using sliding or folding partitions, creating a cohesive learning environment. Combining classrooms allows teachers to teach multiple groups together,
building a sense of community.
Breakout spaces offer small areas for group discussions, brainstorming, or quiet study, with comfortable seating and whiteboards. Makerspaces equipped with tools and materials foster innovation and hands-on learning by allowing students to apply theory in practice. Outdoor learning areas like gardens or amphitheaters add variety and encourage creativity. Technology-integrated spaces with interactive whiteboards and projectors enhance collaboration by making it easy for students to work together and share ideas. Learning pods provide semi-private spots for group work or individual study. Transparent walls and large windows create openness and bring in natural light, inspiring students to stay engaged.
Designing for well-being & Inclusion
Natural light, vibrant colours, and good acoustics make learning spaces more engaging. Inclusivity is essential so that diverse needs and abilities are accommodated, ensuring all students can succeed. Cross ventilation, thermal comfort, and indoor air quality are equally important — they improve physical comfort and well-being, helping students focus better.
Creativity is also key in effective learning spaces. From preschools to K-12, classrooms should inspire imagination and encourage students to think beyond the ordinary. Thoughtful design elements help create environments where curiosity and innovation thrive.
Conclusion
The future of learning will continue to evolve, but well-designed spaces will always play a central role. As educators and designers, we have a unique responsibility to create environments that inspire curiosity, spark ideas, and
support every learner’s journey. By designing schools that are flexible, inclusive, and future-ready, we build not just better classrooms but a stronger foundation for generations to come.
This article is authored by Vinod and Ranju Singhi, the Co-Founders and Principal Architects of BASICS Architects.
Education
Punjab to Introduce Business, Marketing Education in Govt Schools for High Schoolers
Published
22 hours agoon
July 7, 2025
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.
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.
Education
Manipur Rallies Call for Disruption-Free Education Amid Ongoing Unrest
Published
1 day agoon
July 7, 2025
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.
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.”
Education
Tripura CM Launches School Framework, Stresses Social Work in Education
Published
1 day agoon
July 7, 2025
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.
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.
Education
“We Sleep on Walls Here”: Shubhanshu Shukla Talks to Indian Students from Space
Published
4 days agoon
July 4, 2025
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.”
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.
Education
A Structural Proposal to Transform School Education in Bihar
Published
4 days agoon
July 4, 2025
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:
-
Building new elite schools (500 per year; 5,000 in 10 years)
-
Improving existing government schools
-
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.
Education
NIIT Foundation and YuWaah, UNICEF Launch Free Online Digital Marketing Course for Youth
Published
4 days agoon
July 4, 2025
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.
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.
Education
National Conference Pushes for Common Standards Across School Boards
Published
4 days agoon
July 4, 2025
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.
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.
Education
Maharashtra: Over 8,000 Villages Lack Schools, CCTV Compliance Still Patchy
Published
5 days agoon
July 3, 2025
More than 8,600 villages in Maharashtra remain without a single school, according to a recent report by the state’s Women and Child Development Department.
The gap isn’t just in classrooms. Nearly half of all government schools in the state have failed to install CCTV cameras, despite a Bombay High Court directive issued over a year ago mandating the move for student safety.
The numbers come from an internal state government communication that has now surfaced publicly, raising concerns about Maharashtra’s compliance with both the Right to Education (RTE) Act and judicial orders.
While urban education garners attention with smart classrooms and NEP pilot projects, rural Maharashtra still contends with the fundamentals: no schools, no surveillance, and often, no real learning environment.
The CCTV issue, though seemingly minor, ties directly to concerns about student safety and teacher accountability, especially in government-run schools where complaints often go unaddressed. The High Court directive had explicitly asked for CCTV cameras to be installed in all government school premises. Yet, as per the report, only 53% of schools have complied so far.
Educationists and civil society groups have pointed out that the absence of schools in over 8,000 villages violates the RTE Act’s basic requirement of ensuring a primary school within a 1-km radius of every habitation. These gaps disproportionately affect students from marginalized communities who lack access to private schooling options or reliable transportation.
While the state has announced new digital initiatives and curriculum reforms, this data signals the urgent need for parallel investment in basic school infrastructure and safety mechanisms, especially in rural and tribal regions.
If Maharashtra is serious about achieving educational equity, the solution isn’t just in policy blueprints or digital dashboards — it’s in ensuring that every child has a safe, functional school to go to.
Newsletter

Class 3 Learning Levels Show Gains Since Pandemic, But Still Below 2017: PARAKH Survey

Design and the Future of Learning: How Architecture is Shaping Next-Gen Schools

Punjab to Introduce Business, Marketing Education in Govt Schools for High Schoolers

Manipur Rallies Call for Disruption-Free Education Amid Ongoing Unrest

Tripura CM Launches School Framework, Stresses Social Work in Education

“We Sleep on Walls Here”: Shubhanshu Shukla Talks to Indian Students from Space

A Structural Proposal to Transform School Education in Bihar

NIIT Foundation and YuWaah, UNICEF Launch Free Online Digital Marketing Course for Youth

National Conference Pushes for Common Standards Across School Boards

Maharashtra: Over 8,000 Villages Lack Schools, CCTV Compliance Still Patchy

Haryana to Offer Free After-School Coaching for JEE, NDA Aspirants

Telangana CM Calls for Overhaul of Intermediate Education in Telangana

Indian Astronaut Shubhanshu Shukla to Connect with School Students Live from Space

Are 4-Year Degrees Dead? Nikhil Kamath and the WEF Say Lifelong Learning Is Here to Stay

UGC Cracks Down on 89 Institutes Over Anti-Ragging Failures

Government Doubles Down on Coaching Centres: New Panel Signals Stronger Regulation Ahead

CBSE To Conduct Board Exams Twice for Class 10 from 2026

How to Win Back Wandering Minds: Post-Summer Edition

Tripura Becomes Third Indian State to Achieve Full Literacy

Assam Brings Sign Language to Senior Secondary Classrooms in Landmark Move

Delhi Schools to Implement Age 6 Rule for Class 1 Admissions from 2026

Tripura Adds Sex Education & HIV Awareness to Their Curriculum

Four Indian Schools Shine on the Global Stage at World’s Best School Prizes 2024

Centre Urges 7 States to Consider Common Board Amid Alarming Student Failure Rates

IIT Delhi Leads India in the QS Rankings 2026; MIT Tops Globally

Is Your School Following These Mandatory CBSE Committees?

CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools

Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020

MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET

China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035

John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education

CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020

Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution

CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme

Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature

India Bids Farewell to NEP Architect Dr K. Kasturirangan

Pradhan Mantri Rashtriya Bal Puraskar 2025: Nominations Now Open for India’s Young Achievers

NCERT Class 7 Textbooks Updated: Mughals Removed, Focus on Indian Ethos and Pilgrimage

Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices

Delhi Approves Landmark Bill to Regulate School Fees Across 1,677 Institutions

The Ethics of AI Art in Education & Nostalgia: The Ghibli Effect

Operation Sindoor and Operation Abhyaas: Navigating School Safety and Student Well-being Amid Rising Tensions

Harvard Stands Its Ground: Harvard Faces ₹18,400 Crore Funding Freeze After Rejecting Trump Administration’s Demands

CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced

CUET-UG 2025 Likely to be Postponed, Fresh Dates Expected Soon

Aalamaram 2025: Where Indian Educators Came Together to Grow, Reflect, and Lead

Trump Signs Executive Order to Promote AI Integration in U.S. K-12 Education

Mizoram Declared First Fully Literate State in India

Indian Students Flock to Singapore, Ireland, and Dubai for Higher Studies: 38% Surge Recorded

UK’s New Immigration Rules: What They Mean for Indian Students
SGEF2023 | Special Address by Rama Datt, Trustee, Maharaja Sawai Man Singh II Trust, Jaipur

ScooNews | After Movie | ScooNews Global Educators Fest 2023

Aftermovie | NIES2 UP Chapter | 21 Jan 2023

WEBINAR | Gamification in Education: How Digital Badges Can Boost Student Motivation and Engagement

ScooNews | WEBINAR| Importance of Physical Activity for Children at School | Plaeto

SCOONEWS | WEBINAR | WHY DIGITIZING YOUR SCHOOL IS A MUST | TEACHMINT

Keynote Address | Lakshyaraj Singh Mewar

Anurag Tripathi, Secretary, CBSE at SGEF2022

How schools can nurture every student’s genius

Aftermovie | SGEF2022 | Jaipur

Li Andersson | Minister of Education | Finland

Anurag Tripathi, Secretary, Central Board of Secondary Education (CBSE) discusses NEP2020

ScooNews | Early Ed Asia 2019 | Aftermovie

#PodarECEconf : Pursuing quality ECE

#CBSE Class XII #Results #Highlights

The interesting story of India’s educational system | Adhitya Iyer

A young scientist’s quest for clean water

The Danger of Silence: Clint Smith

National Digital Library of India is an initiative by HRD Ministry

Remembering Kalpana Chawla on her birthday!

Message from Sadhguru for Students!

Message from Sadhguru for Students!

The Untapped Genius That Could Change Science for the Better

Eddy Zhong: How school makes kids less intelligent TEDxYouth@Beacon

#TEDxCanberra : What if every child had access to music education…
Trending
-
Education3 months ago
Is Your School Following These Mandatory CBSE Committees?
-
Education2 months ago
CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
-
Education3 months ago
Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
-
Education3 months ago
MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET
-
Education3 months ago
China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
-
Education2 months ago
John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education
-
Education3 months ago
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
-
Education3 months ago
Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
-
Education3 months ago
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
-
Education2 months ago
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature