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.
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
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.
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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Building new elite schools (500 per year; 5,000 in 10 years)
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Improving existing government schools
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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.
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.
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.
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.
In a push to democratize access to competitive exams, the Haryana government has announced a free after-school coaching initiative for meritorious students in government schools. The scheme will initially roll out in 26 educationally backward blocks, targeting students aspiring to crack entrance exams like JEE (Joint Entrance Examination) and NDA (National Defence Academy).
The move is designed to level the playing field between private and government school students, many of whom lack access to the coaching ecosystem often necessary for success in high-stakes exams.
According to the Education Department, only those students who score above 60% in Class 10 and rank among the top 500 in state-level merit lists will be eligible for the coaching. The classes will be held in selected schools after regular hours.
Officials said that around 100 government school teachers have been identified to undergo training from expert faculty members from IITs and coaching institutions, ensuring quality instruction that mirrors national standards.
The initiative will be implemented in partnership with the national not-for-profit organization, the Rashtriya Avishkar Abhiyan, and aims to align with the broader goals of the NEP 2020 by enabling access, equity, and excellence in education.
By empowering students with structured coaching support—often inaccessible due to financial or geographic barriers—the Haryana government signals its intent to redefine what government schooling can offer in a competitive academic landscape.
In a review meeting held at the Command Control Centre, Telangana Chief Minister A Revanth Reddy instructed education officials to take urgent steps to ensure students who complete Class 10 successfully transition into and complete their Intermediate education.
This directive stems from a persistent gap: while many students clear the Class 10 SSC board exam, a sizable number fail to complete the next academic stage. The CM has asked for a detailed study of the education policy for Classes 9 to 12 to identify where the system is failing and how it can be made more responsive to students’ needs.
Reddy emphasized that Intermediate education is a crucial link in helping students build careers and that adequate career guidance must begin at the college level. He directed officials to work on specific interventions to improve pass percentages in the intermediate board exams.
The review also touched on infrastructure: from proposing that every school fly a national flag to demanding regular updates on the construction progress of Young India Residential Schools. The CM expressed concern over the slow pace of infrastructure projects and instructed officials to accelerate tender processes, especially for the Veeranari Chakali Ilamma Mahila Vishwa Vidyalayam (Women’s University) expansion.
Funding was another key focus, with Revanth asking departments to coordinate with the Centre to ensure that Telangana receives its full share under centrally sponsored schemes.
The policy emphasis is clear: a push for a seamless Class 10 to Intermediate pipeline, improved exam outcomes, stronger infrastructure, and better career preparation for young learners.
Indian astronaut Shubhanshu Shukla, currently on a 14-day scientific expedition aboard the International Space Station (ISS) as part of the Axiom-4 mission, is scheduled to interact with school students and ISRO engineers on July 4.
The communication will take place via ham radio, through a telebridge set up at the U R Rao Satellite Centre (URSC) in Bengaluru. The session is facilitated by the Amateur Radio on the International Space Station (ARISS) programme, which enables students to engage with astronauts in orbit.
The interaction is scheduled for 3:47 PM IST and will offer participating students an opportunity to ask questions directly to Shukla, who is joined on the mission by three other astronauts.
Shukla has been conducting various scientific experiments during his stay aboard the ISS. These include deploying and imaging space microalgae samples, which are being studied as a potential food source for long-duration missions. He has also participated in the Neuro Motion VR project — involving brain activity tracking through VR tasks in microgravity — and contributed to the Telemetric Health AI study, which uses biometric data and analytics to study cardiovascular and balance changes during spaceflight.
The Axiom-4 mission, organized by Axiom Space, focuses on scientific research in space with potential applications in both space exploration and Earth-based health systems.
In a firm push for accountability, the University Grants Commission (UGC) has issued show-cause notices to 89 higher education institutions for failing to comply with mandatory anti-ragging regulations. The defaulters include some of India’s most prestigious institutions—17 of which are Institutes of National Importance—including IIT Bombay, IIT Kharagpur, IIT Hyderabad, and IIM Bangalore.
These institutions, despite repeated advisories, failed to submit the required anti-ragging undertakings from students and institutional compliance reports. The lapses have been termed a “significant violation of regulatory norms” by the UGC, raising serious concerns over student safety and campus climate in India’s top educational spaces.
A notice dated June 9, signed by UGC Secretary Prof. Manish R Joshi, has directed all 89 institutions to respond within 30 days by submitting comprehensive compliance reports, securing online anti-ragging affidavits from all students, and detailing both current and planned anti-ragging mechanisms.
If the institutions fail to act within the deadline, consequences may include withdrawal of UGC grants, public disclosure of non-compliance status, and potential derecognition or withdrawal of affiliation.
Among the list of defaulters are the Indian Statistical Institute, Kolkata, AIIMS Raebareli, Aligarh Muslim University, RGIPT Basar, and several National Institutes of Design. The issue becomes even more urgent in light of recent ragging-related incidents and an increasing perception of campus hostility. “Institutions must treat this as a matter of utmost urgency. Your prompt compliance will be essential in upholding institutional responsibility towards student welfare,” reads the UGC’s statement.
Ragging has no place in modern education, especially not in a country positioning itself as a global knowledge leader.
In 2025, with India’s education sector expanding in reach, recognition, and responsibility, compliance with anti-ragging norms shouldn’t require reminders. It should be a given.
As the world watches Indian institutions climb global rankings, student safety and well-being must remain central, not as compliance checkboxes, but as part of the educational culture we aspire to build.
In a decisive step toward reforming India’s fragmented senior secondary education system, the Ministry of Education has constituted an 11-member high-level committee to address the mushrooming of dummy schools and the unchecked influence of coaching centres. Chaired by Higher Education Secretary Vineet Joshi, the committee includes representatives from CBSE, NCERT, and faculty from IITs in Madras, Kanpur, and Trichy.
The move is seen as part of a growing policy consensus across central and state governments to reclaim the authority of schools, following recent crackdowns and reforms aimed at regulating coaching institutions and curbing the dummy school culture that sidelines holistic education.
Dummy schools — where students are officially enrolled but rarely attend — have emerged as a by-product of India’s competitive entrance exam culture. These institutions prioritise JEE, NEET, and CUET preparation through coaching classes, while students disengage from formal schooling. The CBSE’s March 2025 advisory warning that students from dummy schools could be barred from board exams marked a serious turning point in policy enforcement.
Earlier this year, the Delhi Government carried out inspections in over 600 private schools, issuing notices to at least 10 for running dummy setups. The move followed media reports and parental complaints about students being denied regular schooling in favour of coaching arrangements.
Meanwhile, the Rajasthan Cabinet approved a bill in April 2025 to regulate coaching centres operating in Kota and other education hubs. The legislation aims to curb exploitative practices, mandate mental health counsellors, and prevent coaching centres from operating without a minimum infrastructure standard—prompted by rising student suicides in the state.
Central Framework and Industry Oversight
In February 2025, the Central Government announced a new framework for coaching centres, proposing registration, transparency in fee structures, and guidelines on advertising to prevent misleading claims. Together with the current committee’s formation, these reforms indicate a systematic tightening of oversight at all levels.
The new panel’s mandate is broad. It will investigate:
- The socio-academic reasons behind the rise of dummy schools
- The misalignment between school curricula and competitive exams
- The impact of coaching on student well-being and critical thinking
- The need to promote alternate career pathways beyond engineering and medicine
- Regulations around coaching advertisements and contract practices
A National Rethink on the Purpose of Schooling
Education experts like Dr Ameeta Mulla Wattal have welcomed the initiative, calling it “a vital opportunity to restore the sanctity of school education.” The rise of coaching centres as parallel systems, she noted, has come at the cost of creativity, values, and even mental health in adolescents.
As India contemplates the future of its learners, the Ministry’s recent actions suggest a serious intent to bridge the gap between boardrooms and classrooms. Whether the new committee’s recommendations lead to tangible change remains to be seen, but the signals are clear: education in India must prepare children for life, not just for an entrance exam.
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