Knowledge
Assessment: Reloaded! Education Technology’s increasing use in student evaluations
We go to an educational institute to learn. But how do we know learning happens when it is inside the brain? Read on…
Published
7 years agoon

We go to an educational institute to learn. But how do we know learning happens when it is inside the brain? We can’t actually see how much learning has happened till we check for how much is learnt. This checking or ‘assessment’ is what tells us how much the student has taken from the teaching.
Assessments help form a baseline to work from and allow a teacher to make adjustments along the way to help students learn. At present, the Indian education system focuses mainly on the memorisation skills of students. This has precedence over other skills such as problem solving and creative thinking. Therefore the real potential of the child is not assessed. The main purpose of assessments must be to motivate students and not discourage them, as these evaluations affect students’ lives.
Rakesh Sharma, COO & Co Founder, Myperfectice talks about assessments as a continuous process and the actionable next steps. “This includes absolute and relative matrix of an individual on skills and goals. It covers different level metrics from areas of strength, weakness, speed analysis, and behavioural analysis for the students. We provide segmentation of students on multiple attributes which helps on focused corrective action to drive personalisation. To summarize, the metrics are for both students, teachers (institutes) and parents so that they can take corrective action.”
He points out, “The whole purpose of assessment is to be able to identify the opportunities of improvement and take corrective action. This is effective if and only if the assessment and corrective actions are done on time. This is what we do @MyPerfectice where the information is available real time, from anywhere at the finger tips.”
Need for tech in assessment
A holistic review of primary assessment is needed to ensure we have a system that is fit for the purpose; one which works for pupils, parents, teachers, and school management teams alike. While most schools implement assessments using traditional methods, it has been observed worldwide that technology-enabled assessments can help reduce the time, resources, and disruption to learning required for the administration of paper assessments. Assessments delivered using technology also provide a more complete and nuanced picture of student needs, interests, and abilities than traditional assessments, allowing educators to personalise learning.
Education is changing and is being moulded according to the ever changing mind-set of the present generation. Despite the current times that are driven by technology, traditional forms of assessments are still prevalent in the education system. However, technology is slowly but surely making its place in the assessment domain.
Niyati Chitkara, Principal, Chitkara International School says, “With the changing dynamics of the education sector, there is a change in the way of imparting knowledge. Now children do not long for a teacher who is always disposed to teach them when in doubt because now, technology is on the golden throne, ruling the Generation Z (children born after 2003) and Alpha (children born after 2010), and paving paths for them to achieve and study what the foregone generation couldn’t do.”
Traditional Assessments
Regular schools have conventional methods of testing students that are teacher-chalk driven and paper-pen driven. Traditional assessments have teacher centric classrooms, where guidelines are set in place to be followed and emphasis is more on examination and results rather than understanding of concepts. Students are then tested and compared with a standard benchmark. The assessments that are presently being followed in schools are formative assessments, summative assessments, weekly tests, unit tests and final exams.
Mr. Manohar Lal, Principal, Delhi Public School, Mathura Road, Delhi states that at his school “Assessments are conducted on a weekly basis,” as he shares a list of the current assessments provided…
Monday Test/ Cycle Test conducted regularly for classes VI-VIII and XI-XII
Regular Terminal Exams
Regular weekly assignments for classes VI-XII
Fortnightly notebook submission and evaluation for which marks are awarded
Assignment booklets are prepared in each subject for classes VI-XII for revision
Subject enrichment projects are made and activities (listening and speaking skills) are conducted
Other testing methods that are alternatives to the traditional assessment system are performance- based and alternative/ authentic assessments.
Performance-based assessments require students to take part in specific tasks that are set for them. Usually real world scenarios are applied as benchmarks for students.
Alternative assessments focus on the students’ strengths. This allows the teacher to mould the syllabus according to the student’s learning style. This especially helps students with learning disabilities, physical disabilities, and other disabilities that could affect language performance.
Although paper and pencil tests can be effective when assessing listening and reading comprehension skills, they are not appropriate assessment methods for performance skills such as speaking and writing. For a balanced assessment program, a variety of assessment techniques should be incorporated into daily instruction.
Authentic assessments combine the traditional academic content with the knowledge and skills needed to function appropriately in the real world. The context, purpose, audience, and focus should connect to real-world situations and problems.
These are the various assessment methods used in the current educational scene. Although these work at present, the assessment scene is changing to support the requirements of the growing minds of students. Education can effectively function using the next generation tools.
Pros of Tech in Assessment
Teaching a large number of students in different classes and getting students to take a test is a tough challenge. Teachers find it time-consuming to conduct assessments such as assignments and tests through manual processes. They are also unable to communicate the results in real time with students and parents. Why not automate the classroom processes to make it much faster and easier for teachers and students?
Niyati Chitkara shares, “At Chitkara, when it comes to assessments, tracking and monitoring innovative progress, and performance and behaviour of Generation Z and Alpha, we make sure that all are assessed on a regular basis for the development of the students. Assessments at Chitkara are technology-driven, research-oriented and are disseminated by the school’s ERP communication system in a way that together benefits both parents and students. Our teachers engage with many classroom technological tools to collaborate, communicate and be the producers of technology, information and innovation. Digital software like Maths Buddy, Extra Marks, Bilog MG3, Pascale, Wingen and BIRT streamline our assessment practices in a significant way.”
With the introduction of technology, a variety of new age tools are used in classrooms that help the teacher. Cloud, digital and mobile technologies are increasingly used in the classroom for identifying and evaluating students in higher education.
Manohar Lal, Principal, Delhi Public School, maintains, “Currently the online and technology-based solutions used at school are smart boards for the junior to senior classes. Assignments and class notes are uploaded, an online marking scheme and solutions are provided for term exams in all the subjects and result preparation and analysis are done from junior to senior classes.”
When technology is used, feedback can be continuously tracked in understanding how much a child has understood during the teaching process. There is no need to wait till the end of a lesson. There is a lot that can be assessed by talking to the child, but in a classroom setting that would not be practical. This is where technology comes in, providing ways to assess children’s understanding and learning.
One such tool developed by Jim Minstrell and Earl Huntand at the University of Washington, is the Diagnoser. This program is designed to give teachers insight into a student’s conceptual understanding of high school science. The program asks a series of questions, which are designed to test deep understanding. The goal is not to elicit the correct answer, but to understand how the student arrives at the answer they have chosen. Gravity, for example, is one of the modules the program addresses. Gravity is frequently misunderstood, and many students often believe that heavy objects fall more rapidly than light ones. The Diagnoser is designed to ask a series of questions about the behaviour of a bowling ball and golf ball — if both are let go at the same time, which will hit the ground first? Through a series of questions, the teacher gets an insight into the student’s understanding of the basic principles behind their choices. What are their miscomprehensions? With a clear view of his class misunderstandings, the teacher can shift emphasis and redesign his instructional plans in mid-course.
Also continual feedback between teachers and students generates a way of teaching that is very different from the traditional approach. It becomes more like sailing a ship, with the teacher constantly adjusting course. The goal is set, but the actual path responds to the needs of the individual students. That is a model for what assessment looks like when it occurs continuously during instruction.
With online assessments, uploading and sharing assignments, conducting online tests, assigning grades, storing study materials, and creating lesson plans becomes extremely simple and saves time. Using automated tools is the easiest way to streamline the academic and administrative processes.
Ease of Online Assessments
Online evaluation tools that are cloud-based are used for better and quicker results. An online examination has proved itself to be highly interactive, customisable, trustworthy, secure, can be accessed in multiple devices and is a great solution for busy class schedules. Online examination makes it easier to evaluate and grade for all types of tests like multiple choice questions, and also provides instant feedback to students.
Assessing student learning at regular intervals is critical to institute success. Teachers can monitor the progress of each student in real-time and can help and guide students. Cheating and frauds can be eliminated during online tests. We often hear how examination papers are leaked which calls for the exam to be cancelled. Technology can help to change the way forward for traditional paper based examination and how they are distributed to the students. Examination papers can be distributed using the internet which has the added security of encryption technology that can be downloaded and viewed only 15 minutes before the actual examination starts. This would solve the leakage of the examination papers.
With advancements in technologies, faculty and students are getting computer and mobile savvy, leading institutions to want to transform traditional teaching and learning in classrooms. Niyati Chitkara shares, “Talking about the value of technology-based solutions for assessments, it has helped us to alter the DNA of every child in our school. It stimulates research and innovation in the school, and the result is smart, quick-witted and insightful children. Technology-based assessments have changed the way how teaching was being imparted; it has changed the entire teaching-learning process by modifying learning and assessment techniques. It has improved the school’s teaching efficiency and also helped us to revise the teaching methodologies which were obsolete.”
Through technology used for assessments, we are able to have a better outreach, see feasibility to share the results with the parent community, and also cater to just-in- time feedback. Also, the online platform gives us an opportunity to customise the assessments framework, study the learning curve and have individual handholding in an explicit way. The comfort of remote access to learning resources and doing it in one’s own space are influencing educators to effectively use technology as assessment tools to evaluate students and increase student success.
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Education
Education Alone Won’t Feed Minds: Why Teachers Must Be Trained in Nutrition Too
Published
14 hours agoon
April 21, 2025
“You cannot teach a hungry child,” said Donald Bundy, one of the world’s foremost school nutrition experts. Yet the gap between education and nutrition literacy is wider than we’d like to admit.
According to the 2025 Global Education Monitoring Report, only 60% of countries have any form of teacher training on nutrition within their national policies. And when it comes to actual implementation? That number drops even further in low-income regions. This silent gap in our education system is not just about school meals—it’s about a missing pedagogy that influences how students think, behave, and learn.
Why Teacher Training in Nutrition Matters
We often discuss nutrition as a public health issue. But nutrition is equally an educational concern—and teachers are at its frontline. Unfortunately, as the report points out, only 27% of global school meal programmes employ trained nutritionists to support meal design or delivery. In such scenarios, teachers unknowingly become the default guides on what’s “healthy”—without any professional preparation.
This is problematic on two fronts. First, without foundational training, teachers may unintentionally reinforce poor food habits or remain unequipped to link nutrition with classroom performance. Second, their lack of training undermines the full impact of initiatives like PM POSHAN (India’s flagship school meal scheme) or garden-based learning efforts.
As the GEM report underscores, “Learning about nutrition requires intentional integration of school meal delivery with nutrition education, careful assessment of nutritional intakes, and monitoring and research around shaping healthy eating habits.”
The Global Picture: Policy, But No Practice
In a policy mapping across 68 countries, nutrition education was often included in school curricula, but teacher training remained sporadic and weak. High-income countries reported only 58% coverage, and low-income countries—despite facing the brunt of malnutrition—had to depend on NGOs, development partners, or overburdened community workers to plug the gap.
Even where policies exist, operational challenges persist. For example, in India, while most rural schools under PM POSHAN serve mid-day meals, only 18% of schools reported daily on meal access due to low engagement with real-time tracking systems (Kapur et al., 2023). With such inconsistent reporting, training teachers to monitor, educate, and flag issues becomes all the more critical.
From Curriculum to Cafeteria: The Case for ‘Nutrition Pedagogy’
The report introduces a powerful idea: that food literacy must be embedded in formal, informal, and non-formal learning. This includes not only textbook-based curriculum but also experiential learning—like cooking classes, food label literacy, or classroom discussions around body image and media portrayal.
Yet, without empowered educators, these remain half-baked concepts.
Take this line from the report:
“Nutrition education has become a cornerstone of school health initiatives worldwide, designed to instil habits that endure for life.”
That longevity depends on consistent adult role models—especially teachers—who understand both the science of food and the psychology of student behaviour. It’s not just about knowing what to teach but how to teach it sensitively, especially during adolescence when issues like body image, peer pressure, and social media influence food choices deeply.
A Missed Opportunity in Pre-Service Education
In a rather concerning statistic, the report reveals that in 2022, only 14% of countries adequately covered the topic of infant and child nutrition in the pre-service curriculum for doctors, nurses, and midwives. If this is the case for healthcare professionals, it raises an important question—how many B.Ed or teacher training colleges meaningfully cover food, nutrition, and health in their pedagogy courses?
This is where reform is urgently needed. Nutrition training must be embedded into teacher education institutions, not offered as an afterthought in in-service workshops.
What Needs to Change?
The report outlines three major shifts that could address this blind spot:
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Develop a structured nutrition module for pre-service teacher education.
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Integrate nutrition literacy into school improvement plans and co-curricular activities.
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Collaborate across departments—from health to agriculture—to support interdisciplinary teacher training.
Some countries are showing the way. Finland’s food education programme, for instance, includes school meals, nutrition classes, and teacher-led discussions on sustainability, right from primary to vocational levels. It’s time more countries, especially India, followed suit—not just in policy, but in practice.
The Bottom Line
To feed a child is to free their mind. But in schools today, we are expecting teachers to do this job without giving them the training they need. It’s akin to asking someone to teach coding without a computer.
As we march toward the goals of NEP 2020 and SDG 4, we must recognise that education and nutrition are not parallel pursuits—they are intertwined pathways. And it begins not in the cafeteria, but in the staffroom.
Education
Harvard Stands Its Ground: Harvard Faces ₹18,400 Crore Funding Freeze After Rejecting Trump Administration’s Demands
Published
7 days agoon
April 15, 2025
In response to Harvard’s refusal to implement federal directives on campus reforms, the Trump administration has escalated the standoff by freezing $2.2 billion (approximately ₹18,400 crore) in multi-year federal grants and placing an additional $60 million (₹500 crore) in government contracts on hold. This latest move by the Joint Task Force to Combat Anti-Semitism underscores the growing pressure on educational institutions to align with the administration’s ideological agenda—an act Harvard deems incompatible with its constitutional rights and academic independence.
At the heart of the issue lies the Trump administration’s crackdown on elite American universities, particularly those perceived to support diversity, equity, and inclusion (DEI) initiatives or tolerate anti-establishment student protests. The administration’s sweeping ultimatum to Harvard included banning face masks on campus, altering hiring and admission practices to favour so-called “merit-based” criteria, and conducting an audit of students and faculty based on their ideological leanings.
“No Government Should Dictate What Universities Teach”
In a strongly-worded letter to the Harvard community, President Alan Garber reaffirmed the university’s constitutional rights, asserting that “no government—regardless of which party is in power—should dictate what private universities can teach, whom they can admit and hire, and which areas of study and inquiry they can pursue.”
He called the demands unconstitutional and a breach of the First Amendment, stating they “exceed the statutory limits of the government’s authority under Title VI.” Harvard, he emphasised, would not “surrender its independence or relinquish its constitutional rights.”
This decision has not been made lightly. With $9 billion (₹75,060 crore) in federal support hanging in the balance—including student financial aid and research grants—the refusal signals the university’s unwavering commitment to preserving academic integrity, even in the face of substantial financial risk.
What’s At Stake for Students and Global Academia?
Harvard’s resistance is more than a domestic headline—it’s a global signal. With Indian students being among the top international communities at Harvard and other elite US institutions, the outcome of this standoff could have ripple effects far beyond American borders.
According to The Hindu, the Trump administration has already frozen approximately $2.3 billion (₹19,182 crore) in funding to institutions like Princeton, Cornell, Columbia, and the University of Pennsylvania. The latter’s funding was slashed over allowing a transgender athlete to compete—a move many have labelled discriminatory and ideologically driven.
For students—especially those pursuing higher education abroad—this moment marks a sobering reminder that education can no longer be viewed as an apolitical space. If universities are pressured to reshape their curriculums, hiring practices, or student bodies based on political whims, the very essence of critical thinking, academic exploration, and diversity is endangered.
The administration’s justification for defunding Harvard cites that many DEI initiatives are “divisive” or “discriminatory”—a claim widely rejected by educators, human rights groups, and civil society organisations across the globe.
The truth is: Diversity, Equity, and Inclusion are not trends or PR jargon—they are the moral and pedagogical backbone of an equitable education system. To see these stripped down as ideological threats marks a dangerous precedent not just for the U.S., but for any democracy flirting with majoritarian education policies.
The Bigger Picture
By refusing to accept the U.S. government’s conditions, Harvard has taken a stance to defend its institutional autonomy. While this may lead to financial strain, the university has signalled that it will not compromise on its core governance principles.
As Indian universities navigate reforms under the National Education Policy (NEP), this development also serves as a timely reminder of the importance of safeguarding academic spaces from excessive external influence. Educational institutions function best when given the space to operate independently and uphold their academic mandates without undue interference.
Decisions about what constitutes academic freedom or institutional policy should ideally be made within the education system—not defined by political narratives.
Rather than setting a precedent for others to replicate, this moment should prompt global institutions and governments to reflect carefully on the balance between public accountability and institutional independence.
Education
Is Your School Following These Mandatory CBSE Committees?
Published
1 week agoon
April 14, 2025
In today’s fast-evolving education landscape, a school is no longer just about lessons and exams—it is about ensuring student safety, holistic development, mental well-being, career clarity, and inclusive practices. Recognising this, the Central Board of Secondary Education (CBSE) has mandated the formation of specific committees in all affiliated schools to ensure a structured, student-centric, and responsive ecosystem. But the question is—is your school actually following these norms?
Why Are These Committees Crucial?
These committees aren’t just bureaucratic formalities—they are foundational for building schools that are safe, progressive, and future-ready. In an era where bullying, cyber threats, mental health issues, learning differences, and safety concerns are on the rise, these mechanisms act as the backbone of accountability and action. They allow stakeholders—students, parents, teachers, and management—to work together for an environment where every child can thrive.
Let’s look at the mandatory CBSE committees that every school must have:
1. School Management Committee (SMC)
This is the apex decision-making body comprising management, educators, parents, and external experts. It ensures that school policies align with CBSE affiliation by-laws.
2. Sexual Harassment Committee/Internal Complaints Committee
Formed as per the POSH Act, this committee safeguards staff and students from workplace harassment and ensures timely redressal.
3. Child Protection Committee
It includes representatives from all key stakeholders and ensures children are protected from abuse and neglect within the school environment.
4. School Discipline Committee
This committee deals with discipline-related issues and works towards fostering a respectful school culture.
5. Grievance Redressal Committee
Handles complaints from students, staff, or parents, ensuring a transparent and fair resolution mechanism.
6. Anti-Bullying Committee
Bullying in any form is non-negotiable. This committee ensures strict implementation of CBSE’s anti-bullying policies.
7. Health & Wellness Committee
Includes physical education teachers and health professionals, focusing on physical, emotional, and mental well-being.
8. Examination Committee
Manages all assessment protocols and ensures fair, secure conduct of exams.
9. Inclusive Education/Special Needs Committee
Supports children with disabilities and learning challenges by providing resources, accommodations, and inclusive policies.
10. Career Guidance & Counseling Committee
Empowers students with career counselling, aptitude testing, and psychological support.
11. Academic Committee
Looks after curriculum implementation, quality of teaching, and subject integration.
12. House System Committee
Encourages inter-house competitions and leadership among students through structured activities.
13. Cultural & Co-curricular Activities Committee
Ensures students get opportunities beyond the classroom—through arts, debate, sports, etc.
14. IT & Innovation Committee
Encourages integration of digital learning, coding, innovation, and tech-based pedagogies.
15. Disaster Management Committee
Prepares schools for emergencies like fire, earthquakes, or health outbreaks.
16. Parent-Teacher Association (PTA)
While not mandatory, many schools voluntarily include this for seamless parent-teacher collaboration.
Why Every Educator and Parent Should Care
These committees represent a school’s commitment to child-centred learning. Schools that implement them honestly often see lower dropout rates, improved mental health indicators, stronger student voices, and higher parental trust.
With NEP 2020 pushing for holistic education, these structures ensure that the vision turns into action. It’s not just about compliance—it’s about creating a school that every child looks forward to attending.
What Else Can Be Added?
While CBSE has outlined a solid framework, here are 3 additional committees that could be introduced:
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Digital Safety & Cyber Etiquette Committee – With rising online exposure, schools must ensure students are protected digitally.
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Student Voice & Leadership Committee – Giving students formal roles to co-create school culture.
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Sustainability & Environment Committee – For green practices, waste segregation, water conservation, and LiFE-aligned actions.
In 2025, education isn’t just about marks—it’s about mindset, safety, values, and vision. As parents, educators, or students, it’s our right (and duty) to ask: Does our school have these committees? Because compliance is the first step to care.
Education
Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
Published
1 week agoon
April 14, 2025
Ambedkar Jayanti Special | ScooNews
Dr. Bhimrao Ramji Ambedkar. Most students in India recognise the name—largely as the “Father of the Indian Constitution.” If you ask a Class 10 student what Ambedkar stood for, you’ll likely get a respectable summary: chairperson of the Drafting Committee, architect of constitutional equality, and perhaps a passing reference to his fight against untouchability. But that’s where it ends.
This is not a failure of our students. This is a failure of our books.
Because Babasaheb Ambedkar was not just a jurist or a political figure to be summarised in three bullet points under Civics. He was one of the most radical, intellectually fierce, and unapologetically liberal minds India has ever known. And if we are talking about modern India—its democracy, its dissent, its diversity, its demands for dignity—then Dr. Ambedkar isn’t just relevant, he is foundational.
And yet, he remains tragically under-read and under-taught.
The Man We Didn’t Read Enough About
Ambedkar’s life is a masterclass in resilience, intellect, and reform. Born into the most marginalised community in India, he went on to become the first Indian to pursue a doctorate in economics from Columbia University, studied law at the London School of Economics, and returned to a country that still wouldn’t allow him to sit beside upper-caste students.
But Ambedkar did not stop at personal success. He turned his education into ammunition. His writings dissected caste not just as a social issue but as an economic and psychological reality. In works like Annihilation of Caste, he boldly challenged not just the religious orthodoxy but also Mahatma Gandhi—a sacred figure for many—in ways that were considered almost blasphemous at the time. And even today.
Unlike Gandhi, who sought reform within the caste system, Ambedkar demanded its demolition. Where Gandhi appealed to morality, Ambedkar appealed to reason, law, and modernity.
This discomfort with Ambedkar’s sharp, unflinching views is perhaps why our textbooks package him safely—as the dignified lawyer with a pen, not the roaring revolutionary with a voice.
More Than a Constitution-Maker
To say Ambedkar gave us the Constitution is both true and painfully incomplete.
- He gave us the right to constitutional morality, the idea that the Constitution isn’t just a set of rules but a living document that must be interpreted in the spirit of liberty, equality, and justice.
- He envisioned reservations not as charity but as corrective justice.
- He believed that a true democracy must have “social democracy” at its base—not just the right to vote but the right to dignity in everyday life.
- And he warned, prophetically, that political democracy without social democracy would be India’s downfall. He was not just designing India’s governance system, but was rather trying to develop India’s moral spine.
A Voice for Individual Freedom—Louder Than We Knew
“I measure the progress of a community by the degree of progress which women have achieved.”- Bhim Rao Ambedkar
Ambedkar’s liberalism was far ahead of his time. He consistently advocated for individual rights in the truest sense. There’s documented evidence that he argued for the decriminalisation of same-sex relationships, seeing it as an issue of individual freedom long before such conversations entered our legal discourse.
His economic ideas—rarely taught—favoured state-led industrialisation, fair wages, and social security decades before these became policy buzzwords. His writings on women’s rights were equally progressive, particularly through the Hindu Code Bill, which sought to grant women equal property rights, rights to divorce, and freedom in marriage—a bill so radical for its time that it was shelved, only to return years later in diluted forms.
Why Today’s Students Need Ambedkar—Unfiltered
In an age where freedom of speech is contested, when marginalised voices still struggle for space, when gender and sexuality are still debated as ‘issues’ instead of identities—Ambedkar is the teacher we didn’t know we needed.
We need to stop sanitising him for our syllabus. We need high schoolers to read Annihilation of Caste in their literature classes and understand the intersections of caste, religion, and gender in history—not just from an upper-caste nationalist lens but from the view of the people who fought to be seen as human.
We need Ambedkar in economics classrooms, debating his views against today’s neoliberal models.
We need to introduce him as an intellectual, a radical thinker, a critic of Gandhi, a reformer of Hindu personal law, a journalist, a linguist, a labour rights advocate, a rebel with a cause.
Because the freedoms we enjoy today—freedom of religion, freedom of expression, freedom to love, to choose, to protest, to dream—all have Ambedkar’s fingerprints on them.
If our education system truly believes in nurturing critical thinkers and empathetic citizens, then Dr. Ambedkar cannot remain a footnote or a ceremonial portrait garlanded on April 14th.
He must be read. He must be debated. He must be understood. Because the more we know about Ambedkar, the more we know about ourselves—and the democracy we’re still trying to build.
Education
This World Health Day, Let’s Prioritise Mental Wellness for Teachers and Students Alike
Published
2 weeks agoon
April 8, 2025
Every year, World Health Day reminds us that good health isn’t just about avoiding illness—it’s about nurturing holistic well-being. And in the post-pandemic era, the conversation has rightly expanded beyond just physical fitness to include mental and emotional health. For schools across India, that means focusing not just on what students learn—but how they feel while learning. And the same goes for teachers.
Today, more students and educators are facing anxiety, burnout, and fatigue than ever before. Pressure to perform, competition, overstimulation from screens, and lack of adequate rest are taking a toll. In this context, the principles of healthy living shared this World Health Day couldn’t be more relevant—not just as a checklist, but as a way of reimagining how schools care for the minds and bodies within their walls.
Nutrition plays a vital role in mental health. Students and teachers alike need balanced meals—rich in fruits, vegetables, whole grains, and protein—not sugar-laden snacks and quick fixes. Schools can lead by example through healthy canteen menus and awareness drives about mindful eating.
Sitting through back-to-back classes can make even the most active minds sluggish. Integrating daily movement breaks, dance sessions, or stretching routines can improve concentration, mood, and overall energy levels. Physical activity is not just for sports hour—it should be woven into the school culture.
Sleep is often underrated. Students are staying up late due to homework or screen time, and teachers are burning out from lesson planning, assessments, and administrative work. A well-rested mind is more creative, focused, and resilient. School policies should actively discourage all-nighters and promote realistic deadlines, even for staff. Hydration affects cognitive function and mood. Students and teachers need regular reminders to drink enough water. Simple initiatives like water breaks during class or hydration stations across campus can create a culture of wellness.
And finally—talk about it. Break the stigma around seeking help. Every school should have access to a counsellor or helpline. Peer support groups, teacher support circles, mindfulness sessions, and mental health literacy workshops should be part of the school ecosystem—not rare events during “wellness week.”
In an age where emotional fatigue often goes unnoticed, we must acknowledge that healthy habits = a bright future. On this World Health Day, let’s promise to not only care for our health but also be kind—to our bodies, our minds, and one another. Because in the end, no curriculum is more important than the well-being of those who teach and those who learn.
Good Food = Good Mood
Move More, Sit Less
Rest to Feel Your Best
SIP, Don’t Skip
Mental Health Matters
Education
On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India
Published
3 weeks agoon
April 3, 2025
On World Autism Awareness Day 2025, the Ministry of Education reaffirmed its commitment to inclusive education—announcing strengthened therapy-based support through Block Resource Centres (BRCs) for children with autism spectrum disorder (ASD) under Samagra Shiksha. On paper, it all sounds exactly as it should: speech therapy, occupational support, assistive devices, special educators, digital access, even parent counselling and teacher training.
But just three days ago, a deeply disturbing video emerged from a Noida-based private school, showing a special educator manhandling a 10-year-old child with autism in the classroom. The video, accidentally shared on a parent WhatsApp group, has since gone viral, leading to the arrest of the teacher, the sealing of the school, and an FIR under the Bharatiya Nyaya Sanhita, the JJ Act, and the RPWD Act.
It begs the question: Is our reality in special education as inclusive as our rhetoric?
When Inclusion Becomes a Hollow Word
For far too many children with autism in India, inclusion begins and ends in policy documents. What lies in between is often a cycle of unchecked negligence, lack of accountability, and poorly trained or entirely unqualified “special educators” functioning like gig workers—underpaid, under-monitored, and dangerously unprepared.
We’ve heard of children being tied to chairs during therapy hours, being underfed as a behavioural management strategy, or being punished for sensory overstimulation they cannot control. Many so-called educators don’t even have basic training, let alone the emotional intelligence required to support neurodiverse children.
What Needs to Change?
If we are truly serious about inclusion, then we need more than just circulars and schemes. We need licensing laws that mandate certification and regular evaluation of all special educators. We need background checks, complaint redressal systems, and swift punitive action against violations. We need to ensure every school, government or private, recognised or otherwise, follows minimum compliance protocols for inclusive practices. And yes, we need parent voices on the table when these frameworks are drafted—not just policy architects in boardrooms.
The Ministry’s renewed vision under NEP 2020 is a welcome step, and BRCs could become powerful hubs of change. But only if they are funded, monitored, and held accountable. Inclusion is not a checkbox, it’s a lived culture—and it starts with respect, rigour, and responsibility.
Education
The Ethics of AI Art in Education & Nostalgia: The Ghibli Effect
Published
3 weeks agoon
March 31, 2025
There’s something deeply sacred about a child’s first sketch—the awkward crayon lines, the lopsided sun, the stick figures that smile despite their missing limbs. That’s the heart of human creativity: messy, imperfect, emotional. And then there’s AI art—sleek, polished, awe-inspiring, and often eerily devoid of that same soul. So where do we draw the line when we bring this technology into schools, where the purpose of art isn’t just aesthetic, but emotional, developmental, and deeply personal?
As AI-generated art becomes increasingly accessible, educators and institutions are exploring its use in classrooms, textbooks, exhibitions, and even personalised student projects. The tools are powerful. With a few prompts, a teacher can conjure up a world map in Van Gogh’s style or generate a Ghibli-inspired version of a student’s family portrait. It’s engaging, efficient, and undeniably exciting. But in this rush to embrace innovation, are we unconsciously sidelining the raw, human act of creation?
Take, for instance, the aesthetic influence of Studio Ghibli—a name synonymous with hand-drawn magic. Hayao Miyazaki, its legendary co-founder, has publicly criticised AI-generated art as soulless. For a man who believes every frame must carry the weight of life, suffering, and intent, AI art is an affront to authenticity. And when we use Ghibli-inspired AI to recreate school memories or cultural illustrations, are we honouring that legacy or reducing it to a visual filter?
This question becomes even more relevant in educational spaces, where art is more than visual delight. It’s therapy, it’s storytelling, it’s identity-building. A classroom wall covered with AI-generated posters may look stunning, but what happens when it replaces the joy of getting paint under your fingernails or proudly misspelling your name in glitter?
Then there’s the ethical dilemma of data and labour. Who gets credited when AI art is trained on thousands of anonymous, unpaid artists? Are we inadvertently participating in a system that borrows without consent?
And what message does that send to young creators—that their work can be replicated, remixed, and resold by a machine in seconds?
Of course, this isn’t a call to ban AI art from classrooms. Quite the opposite. There’s immense potential here—to use AI as a collaborative tool rather than a replacement. Imagine students learning how to prompt ethically, understanding how AI generates images, and using it to reflect on visual storytelling, bias, and authorship. Education is the perfect place to ask these questions—not avoid them.
And let’s talk about nostalgia—the emotional undertow of this whole conversation. Many of us turn to AI to recreate what once made us feel safe, seen, and whole. Whether it’s turning a family portrait into a Ghibli scene or reviving the aesthetics of Amar Chitra Katha, it stems from love. But love also requires respect. And perhaps the most respectful thing we can do is to remember that some things—like a child’s first drawing, or the tremble in an old hand sketching memories—are sacred because they are human.
So as educators, creators, and curators of tomorrow’s imaginations, let us not trade soul for style. Let AI walk beside our children, not ahead of them. Let it support the messy, magical business of making art—not sanitise it.
Because in the end, the point isn’t to create perfect art. It’s to create honest ones.
Education
“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
Published
4 weeks agoon
March 27, 2025
In a deeply reflective and engaging episode of the NEP Tunes podcast, Dr. Anju Chazot, education reformer and founder of Mahatma Gandhi International School (MGIS), Ahmedabad, sat down with Mrs. Anita Karwal, former Secretary of School Education, Government of India, to explore one fundamental question: How do we prepare children for a rapidly changing world?
Titled “Be the Change in the Changing World,” the episode offers a powerful conversation between two veterans of Indian education who have shared a decades-long friendship—and a mutual vision for a holistic and transformative school system.
“You can’t prepare children for tomorrow with the pedagogy of the day before yesterday.”
Drawing inspiration from John Dewey’s famous words, the episode begins by addressing the urgent need for policy literacy among stakeholders in education. Mrs. Karwal and Dr. Chazot underscore that the pace of global change—technological, environmental, economic, and emotional—has far outstripped the ability of traditional education systems to keep up. “We are in a VUCA world—volatile, uncertain, complex, ambiguous,” Karwal reminds listeners, calling for schools to adapt to this reality rather than resist it.
Decolonising the Classroom
A significant portion of the conversation focused on the historical context of schooling in India. Dr. Chazot draws parallels between today’s school system and Michel Foucault’s “cell and bell” model, which mirrors the prison system—marked by uniforms, bells, and rigid structures. Tracing the roots of modern schooling to the Prussian military model and colonial-era policies introduced by Lord Macaulay, both speakers lamented how education was once used as a tool to produce clerks for the Empire, rather than creative, entrepreneurial individuals.
“Colonialism didn’t just take away our resources; it colonised our minds,” Chazot observed. Karwal added, “The gurukul system was rooted, contextual, and sustainable. The colonial model replaced it with standardisation and control.”
Disruptions and the Call for Change
From climate change to AI, from the gig economy to rising mental health challenges—today’s youth are living in an era of non-stop disruptions. Mrs. Karwal shared a poignant insight: on the very day she retired from her government service (30 November 2022), OpenAI launched ChatGPT. “As a senior citizen, I would have felt useless had I not tried to understand this disruption,” she said, urging listeners to stay updated with technological trends.
Mental health also featured prominently in the discussion. The World Health Organization reports a 25% increase in global anxiety and depression cases, especially among the youth. Schools, Karwal said, must acknowledge and address this invisible epidemic, and create environments that are nurturing—not anxiety-inducing.
Why NEP 2020 Is a Game Changer
Against this backdrop, both educators believe the National Education Policy 2020 is a timely and visionary document. “It’s not just about academics—it’s about the whole child,” said Chazot, pointing to NEP’s focus on holistic development across cognitive, emotional, physical, and ethical domains.
Key elements of the NEP and the newly released National Curriculum Framework (NCF) discussed in the podcast include:
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A shift from rote learning to competency-based, experiential learning
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Focus on Indian traditions and cultural rootedness
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Moving away from exam-centric teaching, especially in early years
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Recognition of multilingualism and contextual learning
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Encouragement of critical thinking, creativity, and adaptability
“Learning to learn is the most essential skill of the future,” Karwal stressed. “Children must be ready to unlearn and relearn throughout life.”
The Future of Jobs
To illustrate the rapidly changing employment landscape, both speakers listed a host of emerging careers—from Prompt Engineers and Drone Fleet Managers to Climate Data Analysts and Digital Detox Specialists. “Just imagine,” Chazot quipped, “if I were a child again, I’d become a Prompt Engineer and finally fulfil my parents’ dreams of being an engineer—with a creative twist!”
Karwal, on the other hand, expressed a desire to become a Human-Machine Team Manager—a futuristic role bridging collaboration between people and machines.
Their message was clear: the world our children are entering is drastically different from the one their parents and teachers grew up in. And education must keep up.
A Takeaway Challenge for Listeners
To wrap up the episode, the hosts offered a unique call-to-action: ask yourself what job you would pick today if you could go back in time again. Then, explore new professions with your family or students. From LinkedIn job listings to the World Economic Forum’s reports, Karwal recommended several tools to research emerging careers. They invited listeners to write in with their findings and reflections.
“This exercise is not just for students,” said Dr. Chazot. “It’s for parents, teachers, and policy-makers alike. We must all become learners again.”
Final Thoughts
In an era where the only constant is change, the NEP Tunes podcast is a timely resource to help educators, parents, and students reimagine the purpose of schooling. With leaders like Anju Chazot and Anita Karwal at the helm of the conversation, the journey towards meaningful transformation in Indian education seems not only possible—but exciting.
🟡 This article is adapted from the NEP Tunes podcast hosted by Dr. Anju Chazot. You can listen to the full episode on YouTube. Here is the video-
Education
Lifestyle for Environment (LiFE): Sustainable Practices in CBSE Schools
Published
1 month agoon
March 20, 2025
The Lifestyle for Environment (LiFE) initiative, launched by the Government of India, advocates for sustainable living practices that align personal behaviour with environmental well-being. This movement aims to instil a culture of eco-conscious living, focusing on behavioural changes that reduce carbon footprints and promote sustainability at an individual and collective level. In the context of CBSE (Central Board of Secondary Education) schools, this presents a unique opportunity to engage students, educators, and communities in climate action and advocacy, fostering a sense of responsibility toward the planet.
By adopting the principles of LiFE, CBSE schools can become catalysts for climate action, not only by implementing sustainable practices within their own campuses but also by advocating for environmental responsibility within the wider community. Through climate action initiatives, community engagement, and advocacy, CBSE schools can equip students with the skills and awareness needed to lead efforts in sustainability and climate change mitigation.
What is LiFE and Its Relevance to Schools?
Lifestyle for Environment (LiFE) emphasizes the importance of adopting simple, sustainable lifestyle choices in everyday activities. It advocates for reducing waste, conserving energy and water, promoting sustainable food practices, and supporting eco-friendly transportation. In schools, LiFE offers a framework for integrating these practices into students’ lives and creating a culture of sustainability. The approach goes beyond just making schools eco-friendly—it’s about embedding the values of environmental stewardship and climate action into the ethos of the school, thereby inspiring students to be changemakers in their communities.
For CBSE schools, this means not only incorporating environmental education into the curriculum but also providing students with hands-on experiences, encouraging them to lead sustainability initiatives, and fostering an environment where they can engage in climate advocacy.
Sustainable Practices in CBSE Schools for Climate Action
To effectively implement LiFE in CBSE schools, climate action must be a central focus. This includes integrating both sustainable practices within the school operations and climate advocacy within the student body and the larger community. Here are several ways CBSE schools can engage in sustainable practices and climate advocacy:
- Energy Conservation and Efficiency
Energy efficiency is one of the most impactful ways to mitigate climate change. CBSE schools can implement a series of measures to reduce energy consumption:
- Switching to LED lights and energy-efficient appliances in classrooms, corridors, and outdoor areas.
- Installing solar panels to generate renewable energy, thereby reducing dependence on fossil fuels.
- Promoting energy-saving habits such as switching off lights and electronics when not in use, and utilizing natural light during the day.
By reducing the energy consumption on school campuses, CBSE schools not only cut their carbon footprint but also set a powerful example for students on how energy conservation can be a part of everyday life.
- Water Conservation and Wastewater Management
Water scarcity is a growing concern globally, and it is essential that schools teach students about water conservation. CBSE schools can introduce several water-saving practices:
- Rainwater harvesting systems to capture and store rainwater for use in irrigation and sanitation.
- Installing low-flow faucets, dual-flush toilets, and water-efficient irrigation systems in gardens and playgrounds.
- Organizing water conservation awareness campaigns in classrooms and assemblies to encourage responsible water usage.
Through these efforts, schools can significantly reduce their water consumption and teach students the value of preserving this precious resource.
- Waste Management and Recycling Programs
Waste management is a key area where schools can demonstrate leadership in sustainability. CBSE schools can encourage students and staff to reduce, reuse, and recycle by:
- Setting up waste segregation stations across the campus to ensure that materials like paper, plastic, and glass are recycled appropriately.
- Composting organic waste from cafeterias and school grounds to create nutrient-rich soil for gardening and landscaping.
- Encouraging the use of reusable containers and eliminating single-use plastics in school activities.
Promoting responsible waste management practices teaches students about the lifecycle of products and their environmental impact, encouraging them to make mindful consumption choices.
- Sustainable Food Practices
Food systems contribute significantly to climate change, from agriculture to transportation and waste. To reduce the environmental impact of food practices, CBSE schools can:
- Provide plant-based meal options in the school canteen, as plant-based diets generally have a lower carbon footprint compared to meat-based diets.
- Promote local and seasonal foods that have a reduced environmental cost of transportation.
- Encourage waste reduction in the cafeteria by educating students about food waste and its effects on the environment.
By making sustainable food choices, CBSE schools can help students understand the environmental impact of their eating habits and encourage healthier, more sustainable diets.
- Eco-friendly Transportation
Transport is another major contributor to carbon emissions. To address this, CBSE schools can:
- Organize carpooling programs where students, teachers, and parents share rides to reduce the number of vehicles on the road.
- Encourage walking and cycling to school by providing safe pathways and ample bike parking spaces.
- Arrange for school buses that are more energy-efficient or use electric vehicles to reduce emissions from the daily commute.
These initiatives not only reduce greenhouse gas emissions but also promote physical health and well-being among students.
Climate Advocacy through Community Engagement
Beyond individual practices, CBSE schools can amplify their impact through community engagement and climate advocacy. Empowering students to take action and spread awareness within their communities is crucial for creating a larger cultural shift toward sustainability.
- Student-led Sustainability Initiatives
Empowering students to take leadership roles in sustainability efforts can have a profound impact. CBSE schools can:
- Establish eco-clubs where students can take charge of environmental initiatives such as tree planting, waste collection drives, and community outreach programs.
- Organize environmental campaigns, such as “Clean-Up Days” or “Green Week,” where students can advocate for sustainable practices both within the school and the surrounding community.
- Encourage students to host climate awareness workshops or debates, bringing in experts from NGOs, environmental organizations, or local government to discuss climate change and its solutions.
Through these initiatives, students not only become active participants in climate action but also develop advocacy skills and raise awareness within their communities.
- Collaborating with Local Communities and Authorities
Engaging with local communities can amplify the message of sustainability. CBSE schools can collaborate with local environmental groups, municipal authorities, and other stakeholders to initiate larger climate action projects such as:
- Organizing tree planting drives in collaboration with local NGOs or government agencies.
- Partnering with local businesses to promote sustainable practices, such as reducing plastic waste or adopting energy-efficient technologies.
- Engaging with local authorities to advocate for green policies in schools, such as sustainable building certifications or renewable energy investments.
By building strong community partnerships, CBSE schools can extend their sustainability efforts beyond the school grounds and inspire widespread action.
- Promoting Climate Advocacy through Media and Social Platforms
In the digital age, social media is a powerful tool for advocacy. CBSE schools can:
- Leverage social media platforms to raise awareness about climate action, share sustainability tips, and highlight school-led initiatives.
- Create student blogs, newsletters, or podcasts to share information about environmental issues and solutions, providing a platform for students to voice their ideas and solutions.
- Use school events, such as Earth Day celebrations, to engage parents and local media, amplifying the message of climate action and encouraging community-wide participation.
Through digital advocacy, CBSE schools can broaden their reach and inspire others to join the movement for a sustainable future.
Therefore, the Lifestyle for Environment (LiFE) initiative offers a powerful framework for CBSE schools to lead by example, teaching students the importance of sustainable living and climate action. By incorporating sustainable practices within the school campus and engaging in climate advocacy through community involvement, CBSE schools can become champions of environmental responsibility. The combination of hands-on learning, student leadership, and community engagement not only contributes to the school’s sustainability goals but also empowers students to become advocates for a greener, more sustainable future. Through these efforts, CBSE schools can foster a generation of leaders who understand the importance of taking action against climate change and are equipped to make a difference in their communities and beyond.
This article is authored by– Rajiv Jagdishchandra Vora , Coordinator, St. Xavier’s School, Rajkot
Education
Classroom Role Reversal: What If Students Taught Once a Month?
Published
1 month agoon
March 18, 2025
The Vanishing Dream of Teaching
Once upon a time, being a teacher was one of the most aspirational professions for children. Ask any five-year-old about their future career, and chances were high that “teacher” would be among the first responses. The classroom was their stage, their teacher—an idol. So what changes over the years?
By the time students reach high school, teaching is barely on their list of dream jobs. In a classroom of over 30 students, only one or two might express a desire to teach (a stat that deserves deeper analysis, but the trend is evident). The question is—why does the admiration for teachers fade?
And more importantly—how do we fix it?
One radical yet simple solution: Make every student teach once a month.
The Power Shift: From Passive Learning to Active Teaching
Imagine this—once a month, students step into their teacher’s shoes. They prepare a topic, conduct a lesson, handle questions, and even deal with distractions.
This isn’t about replacing teachers; it’s about allowing students to experience the magic and the challenge of teaching firsthand.
Why does this matter?
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Reigniting Respect for Teaching
Students often underestimate the skill and patience required to be an educator. By making them teach, they gain firsthand experience of the effort it takes to engage a classroom. It’s easy to complain about boring lectures—but what happens when they’re the ones standing at the front? -
Boosting Communication and Leadership Skills
Teaching isn’t just about delivering content; it’s about clarity, confidence, and connection. Students who teach regularly develop public speaking skills, empathy, and the ability to break down complex ideas—skills that are valuable in every profession. -
Making Learning More Engaging
Students teaching their peers can make the classroom dynamic. They tend to explain concepts in relatable ways, sometimes even better than teachers, because they understand their classmates’ thought processes. -
Creating a Pipeline of Future Educators
The biggest challenge in education today is the declining number of passionate teachers. If more students experience the joy of teaching early on, it could plant a seed—a realisation that teaching isn’t just about textbooks and tests; it’s about impact, mentorship, and shaping futures.
Breaking the Myth: “Teaching is Not a ‘Cool’ Career”
Somewhere between childhood admiration and teenage ambition, teaching stops being a “cool” career choice. Students idolise influencers, entrepreneurs, and tech wizards—but rarely educators.
But think about it—every great leader, scientist, or artist was shaped by a teacher. We need to change the narrative. Instead of framing teaching as a ‘fallback’ career, let’s reinforce its power and prestige.
And the best way to do that? Let students experience it themselves.
A Practical Model: How Schools Can Implement This
This idea isn’t just a thought experiment—it can be implemented with a simple framework:
- Rotation System: Once a month, selected students teach for a short segment of a lesson.
- Guidance from Teachers: Educators help them structure their lesson and anticipate challenges.
- Reflection Sessions: After teaching, students share their experiences—what worked, what didn’t, and how they felt in the teacher’s role.
- Recognition: Acknowledging student-teachers fosters motivation and a sense of achievement.
The Ultimate Question: What If…?
What if students fell in love with teaching again?
What if schools became a place where the best minds were eager to pass on knowledge—not just absorb it?
What if, a decade from now, classrooms weren’t struggling with a shortage of passionate teachers—but overflowing with them?
It starts with one simple idea: Let students teach.
Because sometimes, the best way to inspire future teachers is to let them be one today.
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