Inspiration
Beginning at the roots – Making India a Global Education Powerhouse
It would really help if you smile because we are used to only seeing happy children and that’s why we love to see happiness around us.
I’m a humble educationist and I’m very honoured to talk about early childhood education and be an advocate for all that the things that should happen in early childhood education. I represent that branch of education which is always happy. So it would really help if you smile because we are used to only seeing happy children and that’s why we love to see happiness around us. I’m here to talk about five things that we must do in early childhood education if we want our country to become a global education powerhouse. I love the tagline that Ravi has given to this session – Beginning at the roots – that’s where everything begins. A question we need to ask ourselves as an education community is: do we want our future citizens to be literate or educated? Because that question will answer and be a solution for all the choices we make in our schools and our colleges. Somewhere, a lot of schools have lost their vision, maybe by listening too much to parents because of competition and they have been focussing more on literacy and not on education and both are not the same.
What I’m going to talk about today is the early years. And this is a quote that I love. It’s by Dr Maria Montessori and she says that the most important period of life is not that age of university studies but the first one – the period from birth to the age of 6 years. Prince Lakshyaraj Mewar said that there should be a course in parenting in the press conference yesterday and I was so happy because, in the ECA, we say that there should be a licence for parenting. A lot of people laugh but some of the things that I’m going to show you today may help you understand why it is important for the teacher and the parent to be educated about childhood education.
Look at the torture that the child is going through. I was appalled when educators forwarded this video, when mothers laughed at the state of this child, the apathy that the child has been put through and if you notice in this video, the child has learnt nothing. The child is just trying to please the mother so that the torture ends. This is because the focus of the school and the mother is to make the child “learn” the numbers.
If you notice this video, a child is bargaining with the mother to help him with his homework and the mother has actually helped the child also – she has done half the pages. So what is this education that our schools are churning out, just to fill workbooks and please the publishers' lobby? What is this education that we are talking about?
How and not what to learn
This is why our children are not learning in schools. If their emotions are free, the intellect will look after itself. So the role of kindergarten schools, pre-primary schools and anganwadis is to ensure that children are happy and they get the necessary livespace. Emotional development should be happening in those years. But what is happening? Children are stressed out, they are crying, they are tortured and their emotions are not free and that’s why the intellect is not there.
We are a nation obsessed with writing. We are now trying to bring in mammoth changes in our High schools and universities but God forbid, you tell a preschool “Yeh writing mat karo”. Oh my God! They cannot even think of it. God forbid we will change for the 0-6 years age group. Not at all! We want them to be stuck in our age-old traditional practices. We want them to write. For what goal? These children who are right now in the preschool and when they grow up, writing is not something that is going to help them. The most important skill that is going to help them is reading. You all read WhatsApp messages. Reading is something that needs to be in place. Your emotional development, your social development needs to be in place. Mahatma Gandhi, the Father of our Nation, also said the same thing. He said “What is writing? It is just a drawing.” So focus on making children draw. When children draw, they understand patterns and letters are nothing but patterns. Let’s change the way our classrooms teach. That is my number one goal at the ECA. Focus on teaching the brain how to learn and not what to learn. So when you are selecting practices for your schools, ask yourself, is this going to teach the children how to learn or what to learn? Children learn how to learn only when they play.
Do you know the difference between a scientist and a child? A scientist is paid to play in his laboratory and a child is pulled up for playing for that same exploration. Children are little scientists and if you allow them to play the way they want, they can come out with many things.
Enhance thinking
Children learn that the end is more important than the process and they learn that from us. Children look for instant gratification and that is what is ruining our country and our world. I want it now and I want it my way. If teaching has to be effective with young children, we must assist them to enhance their thinking. Independent learning means independent thinking. Maybe they won’t be able to fill up books but they will be able to think and solve problems. They won’t look around for solutions.
Let me ask you a question: Why is the sky blue in colour? I’ve got a range of answers from adults including “reflection of water.”
Even 50 percent won’t be able to give the right answer. Science did not teach us this. Our schools taught us that the sky is blue in colour. But today’s child will say that the sky is red in colour, the sky is yellow in colour because that is what sometimes the colour of the sky is.
Imitation not instruction
Children learn by imitation and not instruction. We are the people children imitate. We are the people who need to dress properly, behave properly, talk properly and react properly. You need to respond to children and not react but so many parents, teachers react to a child’s comment or behaviour. So number two: how children learn is what we need to understand and also why children fail. They fail because of our choices. We don’t encourage different perspectives in education. There’s only one perspective of that age on the stage. The chalk talk. We need to come out of that. I’m glad that there are many principals sitting in the audience because it is the principals who can bring about this change. Teachers are not that empowered to bring out this change. We make worksheets without thinking from the perspective of the child.
Maslow’s hierarchy of needs has to be followed. If you’re sending me to school hungry and thirsty, I’m just doing things for the heck of it. The school assembly is more important than ensuring that children and fed before they come to schools. Some school timings are so horrendous. They start so early in the morning and the children go by bus which takes them an hour. I know children who wake up at 4.30 in the morning to attend a 7.30 school. I think children are saints because parents and teachers keep nudging them “Thank you bolo”, “Sorry bolo”, “Good morning bolo”. If it were me, I would snap and say “Tum bolo!”
We did a campaign among principals to start cursive writing if they wanted to after 6 years of age. Cursive is called running handwriting. You learn to walk first but no! Schools don’t want to give up cursive. How many of you here can take a pledge that after the ScooNews conference that “Yes, I will stop cursive in my school”?
Even if one school stops, it will be a great boon. Start from primary onwards, if you really want cursive.
I don’t know why teachers are armed with a red pen to do their corrections. Do you know how emotionally harmful it is for children to see red marks on their paper? Red scares. Red is used in a signal to tell you “Stop”. If I use a red pen and mark the book of a little child who is taking baby steps into education, can’t we just change it to a blue pen? Is that so difficult?
Differentiated learning
We need differentiated learning. You cannot give the same worksheet to a child who is 6 months younger and a child who is 8 months older. You have to teach teachers about differentiated learning. When I explain this to the teachers, a lot of them ask me, how do we explain this to parents? Well, if you are an educationist, you will explain it. It’s your job to influence the parents and not the other way round. Let’s teach children to learn for life and not for test scores. I don’t know why, as a country, we are so obsessed with 10th standard results. It’s flashed on all the media papers, in all the news channels. If something is ruining the youth of the country, it is the pressure of the Board exams and that has to stop.
A lot of fake news is being forwarded on WhatsApp. I’m sorry to see educated people still forward fake news on WhatsApp without verifying it. What we need to teach our children are life skills. We need to teach them the difference between right and wrong.
We need to develop their learner profiles, develop their attitudes. Emotional development is what most corporate houses look for rather than IQ. The foundation of emotional development happens in the first 6 years (Eric Erickson's work). Every mother, every father and every teacher should read his work. Then they will know why children behave the way they do.
Brain drain
I’m not talking about those who go abroad and work. We have good private schools but only 20 percent of our population study there. 80 percent of our population is in anganwadis or in balwadis or in none. So these are the citizens of our country who have not got the right foundation in the first six years. They won’t be good thinkers, they will not have tolerance, they won’t have curiosity. The gap between the 20 percent and the 80 percent will never ever be filled. That’s why it is our goal as educators to work for these people also. Let us have a public-private partnership. Every school should adopt an anganwadi or a balwadi and try to give them the same material that you have in your school because these are the people who are going to vote. They are going to build our country along with the 20 percent. When your emotional needs are not met, you get violent and fairness is the most important emotional need.
The Heckman equation is what all the countries of the world are following. I request schools to please train your teachers and please pay them good wages. Do away with the redundant practices. Please listen to research only and not to parents. Children don’t need fancy toys. Children need what I spoke about in this presentation.
Dr Swati Popat Vats is President of Early Childhood Association-India
Video Source – YouTube
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:
-
A shift from rote learning to competency-based, experiential learning
-
Focus on Indian traditions and cultural rootedness
-
Moving away from exam-centric teaching, especially in early years
-
Recognition of multilingualism and contextual learning
-
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
Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
Varanasi: Sunbeam Indiranagar, Varanasi, has emerged as a dynamic centre for academic excellence, cultural enrichment, and sporting achievements, reinforcing its commitment to holistic education. In a year marked by significant accomplishments, students and faculty have demonstrated a dedication to intellectual growth, creative expression, and leadership development, embodying the rich legacy of the Sunbeam Group.
The school’s approach extends beyond traditional academics, encouraging students to engage in parallel activities that nurture a well-rounded skill set. From literature festivals to classical dance championships, Sunbeam Indiranagar has provided students with platforms to explore, innovate, and excel.
Students had the opportunity to engage with global thought leaders through their participation in prestigious events such as the Jaipur Literature Festival and the Great Indian Learning Festival (GILF) at Daly College, organised by ScooNews. These experiences enabled them to explore contemporary literary and intellectual discussions, sharpening their analytical and creative abilities.
The performing arts department also made a mark with theatrical performances at Banaras Hindu University (BHU) and the Krishnamurti Foundation, under the guidance of renowned dramaturgist Mukherjee P.. The school’s commitment to developing critical thinking and communication skills was further reflected in students’ achievements in quizzes, creative writing, Olympiads, debates, and visual arts competitions, underscoring a culture of academic inquiry and artistic exploration.
Sunbeam Indiranagar’s focus on all-round development was evident in the State Level Kathak Championship, where students showcased their prowess in Indian classical dance. The school’s sporting achievements were equally impressive, with students excelling in the East Zone Skating Championship 2024 and the Open District Roller Championship 2024, securing both individual and team accolades. The school’s impact extends beyond student achievements, with its leadership being recognised for their visionary contributions to education. The Principal of Sunbeam Indiranagar was honoured with the Distinguished Educator for Future-Ready Skills award, securing All India Rank (AIR) 6 in the School Leader’s category by CENTA and receiving the Nari Shakti Sammaan for contributions towards empowering students through progressive learning methodologies.
Sunbeam Indiranagar’s standing as a leading educational institution was reaffirmed when it was ranked 5th among the Best Co-Ed Day Schools in Varanasi.
With its continued emphasis on holistic development, Sunbeam Indiranagar remains dedicated to shaping young minds, reinforcing its reputation as an institution that values learning in all its forms.
Education
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
Adolescence is a pivotal phase in a child’s development, marked by rapid physical and psychological transformations. It is a time of exploration, self-discovery, and, often, vulnerability. To provide structured guidance and empower young girls during this crucial stage, Nagaland has introduced ‘Adolescent Girls Clubs’ in both government and private schools for girls aged 10-19 years under Mission Shakti.
On 5th October 2024, the first Adolescent Girls Club was launched at Don Bosco Higher Secondary School, Wokha, Nagaland, with 50 adolescent girls as its founding members. The initiative aims to equip girls with essential skills, knowledge, and support systems to navigate challenges, make informed choices, and build a strong foundation for their future. With the motto “Live the Promise,” the clubs aspire to develop confident, informed, and compassionate leaders of tomorrow.
The initiative is designed with key objectives to educate, uplift, and empower adolescent girls:
The Adolescent Girls Club will engage its members in workshops, mentorship programmes, health camps, community service projects, and creative expression activities. Additionally, a special adolescent toolkit is being developed to serve as a guide for both adolescent girls and their parents. The toolkit will include informational materials on menstrual hygiene management (MHH), mental health, teenage pregnancy prevention, child abuse awareness, and emergency helpline numbers.
Teachers and counsellors are actively working on IEC (Information, Education, and Communication) materials tailored to adolescent needs. The clubs will also conduct monthly activities to ensure continuous engagement, provide a platform for girls to discuss their concerns, and create a safe space for their growth and development.
This initiative under Mission Shakti is expected to positively impact thousands of young girls across Nagaland, equipping them with the necessary tools to navigate adolescence with confidence and resilience.Objectives of the Adolescent Girls Club
In a heartwarming recognition of dedication and innovation in education, Saudi Arabian teacher Mansour bin Abdullah Al-Mansour has been awarded the prestigious $1 million GEMS Education Global Teacher Prize. Announced at the World Governments Summit in Dubai, the award celebrates Al-Mansour’s transformative work in empowering students from low-income families, including hundreds of gifted orphans, and his 3,000+ hours of community service.
Al-Mansour, a teacher at Prince Saud bin Jalawi School in Al-Ahsa, has spent over two decades uplifting students facing academic challenges, disabilities, and financial hardships. His efforts include establishing mentorship programmes, innovation incubators, and financial literacy initiatives, enabling students to achieve global recognition. Notably, he plans to use the prize money to build a school for talented orphans, furthering his mission to provide quality education to underprivileged children.
(Image: Mansour Al Mansour- 2025 Global Teacher Prize Winner)
Beyond the classroom, Al-Mansour has authored 21 educational books, trained over 300 educators, and led literacy programmes for prison inmates, helping reduce sentences for some. His work has earned him accolades as an international ambassador for educational excellence.
The Global Teacher Prize, now in its ninth year, recognises exceptional educators who make a profound impact on their communities. Al-Mansour was selected from over 5,000 nominations across 89 countries, joining a prestigious list of global educators.
Sunny Varkey, Founder of the Global Teacher Prize, praised Al-Mansour’s “passion, dedication, and the life-changing power of education.” Stefania Giannini, UNESCO Assistant Director-General for Education, highlighted the importance of investing in teachers to build a sustainable future.
As the world faces challenges like inequality and climate change, Al-Mansour’s story serves as a beacon of hope, reminding us of the transformative power of education and the unsung heroes shaping our future.
The Ministry of Women and Child Development is set to celebrate the 10th anniversary of the Beti Bachao Beti Padhao (BBBP) scheme, a landmark initiative aimed at protecting, educating, and empowering the girl child. Launched on 22 January 2015 in Panipat, Haryana, the scheme has evolved into a national movement that addresses gender discrimination and fosters societal change towards valuing and empowering girls and women.
The inaugural event on 22 January 2025 at Vigyan Bhawan, New Delhi, was attended by Union Ministers Shri J. P. Nadda and Smt. Annpurna Devi, alongside international representatives from UNICEF, UN Women, and other global organisations. Women officers from various sectors and girl students joined the event, which featured an oath-taking ceremony and the launch of compendiums and digital initiatives such as Mission Vatsalya and Mission Shakti portals.
The celebrations, spanning until International Women’s Day on 8 March 2025, will include rallies, cultural events, and campaigns at state and district levels. Schools, community groups, and women achievers will actively participate in activities under SANKALP: Hub for Empowerment of Women. Nationwide media campaigns and sustainable practices such as a plantation drive will amplify the scheme’s message.
In its decade-long journey, BBBP has sparked a nationwide dialogue on gender equality, challenging societal biases and championing the rights and dignity of women. The scheme’s accomplishments include a rise in the national Sex Ratio at Birth from 918 in 2014-15 to 930 in 2023-24, an increase in institutional deliveries to 97.3%, and higher enrolment of girls in secondary education, now at 78%. Initiatives such as the Kanya Shiksha Pravesh Utsav and Yashaswini Bike Expedition have further underscored the scheme’s impact.
Through collaboration with partner ministries, the mission of this campaign is to advancing gender equality, ensuring girls become active leaders of change and shaping a more inclusive India.
As India celebrates nine years of the Startup India initiative on National Startup Day, 16 January 2025, it’s evident how deeply the entrepreneurial spirit has been embedded in the nation’s fabric. From being a country of aspiring doctors and engineers to a hub for budding entrepreneurs, India has undergone a significant transformation. This shift isn’t confined to adults but is increasingly taking root in schools, where the next generation of business leaders is being nurtured.
The Entrepreneurial Wave in Schools
Startup culture has permeated classrooms, with students now creating and marketing products under professional guidance. Chemistry labs aren’t just for experiments anymore; they’ve become mini manufacturing units. Students are crafting innovative products—think handmade soaps, eco-friendly cleaning agents, and even tech gadgets—and selling them under their school’s brand. This hands-on experience in entrepreneurship is teaching them valuable lessons in problem-solving, teamwork, and financial literacy, far beyond traditional academics.
Shows like Shark Tank India have also played a crucial role in shaping young minds. These programmes, widely watched across TV and OTT platforms, have demystified entrepreneurship for students and parents alike. By showcasing real-life success stories, they’ve encouraged families to view entrepreneurship as a viable career path, on par with medicine or engineering.
Schools as Incubators of Ideas
Schools today are recognising their potential to act as incubators for future business leaders. Many are introducing entrepreneurship programmes, collaborating with startups, and organising business pitch competitions. These initiatives allow students to explore their interests and learn the intricacies of building a business—from ideation and prototyping to marketing and scaling.
Some schools have even created dedicated innovation labs and partnered with local businesses for mentorship opportunities. These setups not only foster creativity but also give students exposure to the practical aspects of running a business. Such efforts align perfectly with the government’s Startup India initiative, which has championed innovation and inclusivity for nearly a decade.
Why This Matters for the Future
Entrepreneurship isn’t just about creating businesses; it’s about fostering a mindset. Students who grow up in this environment are better equipped to tackle real-world challenges, think creatively, and adapt to changing circumstances. These skills are invaluable, whether they eventually choose to run their own business or work within an organisation.
Moreover, promoting entrepreneurship in schools has a ripple effect. It not only prepares students for the future but also inspires communities and contributes to economic growth. Schools that actively engage in such initiatives are setting a precedent for holistic education that balances academics with life skills.
What Next?
With over 1.59 lakh startups now recognised in India, the country has become a global hub of innovation. Schools must seize this moment to integrate entrepreneurial education into their curriculums actively. By doing so, they will not only align with national objectives but also prepare students for a world that values innovation and adaptability above all.
As we celebrate National Startup Day, let’s look forward to a future where classrooms double as boardrooms and students graduate not just with degrees but with dreams ready to take flight.
On 12 January each year, India celebrates National Youth Day, commemorating the birth anniversary of Swami Vivekananda—a visionary whose ideals continue to inspire generations. His emphasis on courage, self-discipline, and selflessness laid the foundation for building a nation of empowered youth. Yet, as we reflect on his teachings, a poignant question arises: if Swami Vivekananda were alive today, would he be proud of the state of India’s youth?
A Disturbing Landscape
Despite remarkable strides in education, technology, and global recognition, troubling statistics reveal a different narrative. Reports show a disheartening rise in suicides among young students, with academic pressure, bullying, and mental health struggles emerging as significant factors. According to the National Crime Records Bureau, India recorded over 13,000 student suicides in 2022—a grim reminder of the challenges our youth face.
Swami Vivekananda famously said, “Arise, awake, and stop not till the goal is reached.” But how do we encourage this awakening in an environment that often prioritises grades over mental well-being, competition over collaboration, and individual success over collective growth?
Polarisation and Division
In his landmark address at the Parliament of the World’s Religions in Chicago, Vivekananda envisioned a harmonious world, where mutual respect and inclusivity thrived. Yet, incidents of hate crimes in educational institutions paint a different picture. Instead of fostering understanding, many schools struggle to counter narratives of division and intolerance, which are seeping into the minds of impressionable young individuals.
Vaping is Cool!
Another alarming trend is the increasing prevalence of substance abuse and vaping among teenagers. Easy accessibility and peer influence have made vapes and drugs a growing concern in schools and colleges. Vivekananda’s ideal of youth as paragons of strength and discipline seems to clash with a reality where momentary fun triumphs responsibility.
Are We Listening to the Youth?
One of Vivekananda’s core messages was to listen and understand the needs of the youth, not dictate them. Today’s students crave purpose and authenticity in their pursuits. Yet, our education system largely remains exam-centric, with limited focus on developing emotional resilience, moral values, and critical thinking skills.
The rise of mental health issues highlights the urgent need for robust counselling frameworks in schools. Bullying, academic stress, and societal expectations weigh heavily on students. Swamiji believed in holistic education that nourished the body, mind, and soul—a vision that modern-day institutions must strive to achieve.
The Path Forward
- Mental Health Awareness: Schools must normalise conversations about mental health. Hiring trained counsellors and introducing life skills education can empower students to cope with stress and trauma.
- Fostering Inclusivity: Combatting polarisation starts with creating safe spaces for dialogue. Schools can champion diversity and empathy through collaborative activities and community-driven projects.
- Balanced Education: Beyond academic excellence, education must focus on creativity, moral values, and societal contributions—aligning with Vivekananda’s philosophy of balanced personal and communal growth.
- Youth Empowerment: Engage students in decision-making processes within educational institutions, giving them a sense of ownership and responsibility.
- Combatting Addictions: Early intervention and peer education programmes can deter substance abuse. Incorporating discussions on self-control and the consequences of addiction is crucial.
A Call to Action
If Swami Vivekananda were here today, he might be disheartened by some of these realities but would undoubtedly call upon educators, parents, and leaders to rise to the occasion. The Indian youth remain a powerful force capable of leading transformative change, provided they are equipped with the right guidance and support.
As educators and leaders, we must ask ourselves: Are we nurturing the kind of youth Swami Vivekananda dreamed of? Are we empowering them with the tools to think critically, act compassionately, and embrace diversity? Or are we just celebrating the day just for the sake of it? We need to ask real questions. The answers lie in our collective efforts to reshape the educational and societal systems influencing young minds.
Swami Vivekananda’s timeless words echo loudly: “The youth are the pillars of the nation.” It is upon us to ensure that these pillars stand strong, united, and unwavering, ready to lead India toward a brighter and more inclusive future.
Education
CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026
The Central Board of Secondary Education (CBSE) is set to introduce a two-level structure for Science and Social Science subjects in Classes 9 and 10, starting from the 2026–2027 academic session. This move follows the successful implementation of two-level mathematics examinations—Standard and Basic—for Class 10 students in the 2019–2020 session.
The decision aligns with the National Education Policy (NEP) 2020, which advocates offering subjects at varying difficulty levels to reduce academic pressure and counter the coaching culture. The proposed structure aims to give students the option to study some subjects at a higher level while taking others at a standard level.
Key Details of the Plan
According to Hindustan Times, the CBSE curriculum council has already approved the proposal, and final approval from the Board’s governing body is awaited. The initiative seeks to empower students who demonstrate an aptitude for Science and Social Science to study these subjects in greater depth before transitioning to Class 11.
For Mathematics, which currently offers two levels, the syllabus remains the same for both Standard and Basic levels, but the difficulty and format of the question papers differ. A similar approach is likely for Science and Social Science, although details are yet to be finalised. Advanced-level students may be provided with supplementary learning resources, alternative textbooks, or the same textbooks with additional challenges and problems.
Implementation Framework
The implementation of this two-tier system depends on the development of updated textbooks by the National Council of Educational Research and Training (NCERT). As part of the ongoing curriculum reform under NEP 2020, the NCERT has already released new textbooks for Classes 1, 2, 3, and 6, with materials for Classes 4, 5, 7, and 8 expected in the 2025–2026 academic year. Education Minister Dharmendra Pradhan has indicated that all updated textbooks are likely to be available by January 2026.
Students will likely have a window to choose between the standard and advanced levels and may be allowed to switch within a stipulated timeframe. The advanced level could include longer study hours and distinct question papers for Board examinations.
By offering this flexibility, the CBSE aims to provide students with opportunities tailored to their abilities, enabling them to excel academically without undue stress.
Education
Jaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts
The Jaipur History Festival (JHF), an annual event organised by the Maharaja Sawai Man Singh II Museum Trust, is set to host its 2024 edition from 3rd to 6th December at the iconic City Palace in Jaipur. Established in 2017, the JHF has become a flagship event in India’s cultural calendar, earning widespread recognition from educational institutions, policymakers, and media alike. This year’s theme, “Financial Literacy Through Folk Arts,” promises an engaging blend of tradition and modernity, offering innovative learning experiences for over 10,000 students and educators.
A Groundbreaking Theme: Financial Literacy Through Folk Tales
The 2024 festival theme uniquely integrates financial literacy into education through the rich tradition of Indian and global folk tales. Stories from the Panchatantra, Jataka tales, Akbar-Birbal, Sheikh Chilli, Mulla Nasruddin, Tenali Rama, and Munshi Premchand’s literary classics will serve as mediums to impart essential financial skills. Lessons on budgeting, saving, and understanding the distinction between needs and wants will be creatively woven into folk art performances, ensuring that students grasp these critical concepts in an engaging, memorable way.
Aligned with the National Education Policy (NEP) 2020, this initiative emphasises values-based education while nurturing practical skills like wealth management and fraud prevention. The programme targets primary and secondary school students, fostering early financial literacy to help shape a generation of financially savvy individuals.
Festival Highlights
The four-day festival will feature a diverse array of performances, workshops, and exhibitions, including:
- Plays based on Munshi Premchand’s works like Nirmala, Kafan, and Gaban.
- Traditional art forms such as Dastan-e-Goi, Kathak recitals, and Rajasthani folk dances.
- Live music performances in Hindi, Marwari, and English, focusing on financial literacy themes.
- Craft workshops and installations, including kites, puppets, Kalighat paintings, and paper mache models.
- Interactive exhibits, such as Rashmi Rath (E-Car), bioscopes, and Jantar Mantar sundial paper models.
- Workshops on modern educational tools like AI-powered graphic generation and business plan incubation.
Morning cultural programmes will be followed by exhibitions and craft workshops, creating a holistic learning environment for attendees.
National Reach and Global Aspirations
The Jaipur History Festival 2024 will welcome participation from over 120 schools nationwide. Following the grand success of previous editions, this year’s festival aims to expand its footprint by hosting sessions in prominent educational hubs like Gurgaon, Delhi, Mumbai, and Jammu.
The Legacy of JHF
Since its inception, the Jaipur History Festival has aimed to revolutionise traditional education through experiential learning and cultural immersion. Themes from previous years have ranged from Gandhi’s Rivers of India to “Phad Se Padh,” focusing on Rajasthan’s Phad paintings. In 2023, the festival celebrated the “International Year of Millets,” showcasing the intersection of cultural heritage and global sustainability efforts.
With its steadfast commitment to innovation and inclusivity, JHF 2024 promises to be a transformative experience, inspiring educators, students, and parents to rethink the way history and life skills are taught in schools.
Looking Ahead
As India’s largest history festival, JHF exemplifies how education can be both meaningful and engaging. By merging traditional folk arts with contemporary financial literacy, the festival not only preserves cultural heritage but also equips students with life skills essential for the modern world.
This year’s edition is poised to set a new benchmark in interdisciplinary education, fostering creativity, critical thinking, and a deeper appreciation for India’s diverse cultural tapestry.
In a significant step towards enhancing the skill development ecosystem in education, the Institute of Chartered Accountants of India (ICAI) and the Central Board of Secondary Education (CBSE) signed a Memorandum of Understanding (MoU) on 21 November 2024 in Bhubaneswar, Odisha. This collaboration aims to introduce and promote commerce-focused skill courses, particularly in the banking, financial services, and insurance (BFSI) sector, to boost students’ employability and career readiness.
The ICAI, through its Committee on Career Counselling, will contribute its expertise in curriculum design, syllabus development, study materials, and training modules. Additionally, the organisation will play an active role in career guidance initiatives, participating in workshops and training programmes organised by CBSE.
Addressing the importance of the partnership, ICAI President CA Ranjeet Kumar Agarwal stated, “The signing of this MoU with the CBSE is a significant step towards enhancing the skill development ecosystem for students across the country. Through this collaboration, ICAI aims to promote commerce-based skill courses and ensure that students are equipped with relevant, industry-aligned competencies. This partnership reflects our commitment to bridging the gap between academic learning and professional requirements, and we are confident that it will open new avenues for students to pursue rewarding careers in accountancy and finance.”
The collaboration will also focus on raising awareness about career opportunities in accountancy and related fields, aligning educational frameworks with the evolving demands of the job market. CBSE and ICAI plan to conduct awareness programmes for principals, teachers, and school management teams in CBSE-affiliated schools across India. These programmes will highlight the importance of BFSI-related skill courses and their potential to enhance students’ career trajectories.
As part of this initiative, CBSE will organise capacity-building initiatives to upskill teachers in commerce-related subjects, ensuring they are well-equipped to deliver specialised courses effectively.
ICAI has already established similar collaborations with 85 universities, colleges, and educational institutions to promote academic excellence, research, and knowledge exchange. According to The Indian Express, these initiatives aim to create a workforce equipped to meet the challenges of a modern, dynamic economy.
This partnership underscores a growing commitment to aligning education with industry needs, preparing students for thriving careers in commerce and finance.
Postgrad Interest in US Falls by 40% in 2025: Are Students Finally Prioritising Skills Over Degrees?
SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
The Ethics of AI Art in Education & Nostalgia: The Ghibli Effect
P Cube: The Power of Provocation in Play-Based Learning
CBSE Warns Dummy School Students May Be Barred from Board Exams
“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
Target Learning Ventures Conducts Career Counselling for Underprivileged Students in Kandivali
‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners
Amid Rising Pollution, India Turns to Schools for Climate Action: NCF 2023 Prioritises Environmental Education
India Needs Apprenticeship-Based Education, Says Minister Jayant Chaudhary
Foreign-Trained Teachers Fuel Punjab’s Education Revolution, Says CM Bhagwant Mann
Lifestyle for Environment (LiFE): Sustainable Practices in CBSE Schools
PM-YUVA 3.0: Transforming Young Writers in India’s Schools?
Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
Classroom Role Reversal: What If Students Taught Once a Month?
IIT Guwahati Developing VR Metaverse for PM SHRI Schools—But is the Metaverse Still the Future?
Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
Rajasthan Cabinet Approves Bill to Regulate Coaching Centres Amid Rising Student Suicides
Balancing Digital Learning: Should Smartphones Be Banned in Schools?
Are Schools Teaching Girls to Say ‘No’?
Stonehill International School Students Shine in Spectacular Performance of In the Heights
Rethinking Education: Why High Schoolers Are Opting Out of Traditional Degrees for Skill-Based Learning
Hello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
NASA Veteran Mr. Mike Massimino Interacts with Students in New Delhi
Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
Hello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
India’s Education Conundrum: Envisioning 2025 Amid Ground Realities
National Youth Day: Would Swami Vivekananda Be Proud of Indian Youth Today?
India Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations
Union Budget 2025-26: A New Dawn for India’s Education Sector
National Startup Day: A New Era for Education and Entrepreneurship
Union Budget 2025-26: An Opportunity to Revolutionise India’s Education and Skilling Landscape
Saudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
2025: A Wake-Up Call for Cybersecurity in Education After the US PowerSchool Breach
Collaboration vs. Competition: Can Schools and Coaching Centers Work Together to Improve Student Success
Sunbeam School Sarnath Achieves Multiple Milestones in Education and Beyond
Bhaichung Bhutia and Neeraj Chopra Amplify The Mission to Make India a Champion Nation Through Sports-Driven Education
AI Creating Personalised Learning Pathways for Students
Union Minister for Education Dharmendra Pradhan Unveils Draft UGC Regulations 2025
Nurturing Creative Confidence: The Power of ‘Yes’ and ‘Yet’
IIT Guwahati Developing VR Metaverse for PM SHRI Schools—But is the Metaverse Still the Future?
PM Modi Leads ‘Pariksha Pe Charcha’ with Deepika Padukone & Sadhguru
The Scindia School Students Launch Three Groundbreaking Startups in Record Time
Kerala to Introduce Anti-Ragging Cells in Schools to Tackle Bullying
Kala Ka Karawaan Empowers Mumbai Govt School Students via Arts & Media Education
Sunbeam Suncity’s Year of Achievements and Global Engagement
The Year of Global Education: How Student Exchange Programmes Build Global Citizens
SGEF2023 | Special Address by Rama Datt, Trustee, Maharaja Sawai Man Singh II Trust, Jaipur
ScooNews | After Movie | ScooNews Global Educators Fest 2023
Aftermovie | NIES2 UP Chapter | 21 Jan 2023
WEBINAR | Gamification in Education: How Digital Badges Can Boost Student Motivation and Engagement
ScooNews | WEBINAR| Importance of Physical Activity for Children at School | Plaeto
SCOONEWS | WEBINAR | WHY DIGITIZING YOUR SCHOOL IS A MUST | TEACHMINT
Keynote Address | Lakshyaraj Singh Mewar
Anurag Tripathi, Secretary, CBSE at SGEF2022
How schools can nurture every student’s genius
Aftermovie | SGEF2022 | Jaipur
Li Andersson | Minister of Education | Finland
Anurag Tripathi, Secretary, Central Board of Secondary Education (CBSE) discusses NEP2020
ScooNews | Early Ed Asia 2019 | Aftermovie
#PodarECEconf : Pursuing quality ECE
#CBSE Class XII #Results #Highlights
The interesting story of India’s educational system | Adhitya Iyer
A young scientist’s quest for clean water
The Danger of Silence: Clint Smith
National Digital Library of India is an initiative by HRD Ministry
Remembering Kalpana Chawla on her birthday!
Message from Sadhguru for Students!
Message from Sadhguru for Students!
The Untapped Genius That Could Change Science for the Better
Eddy Zhong: How school makes kids less intelligent TEDxYouth@Beacon
#TEDxCanberra : What if every child had access to music education…
-
Education3 weeks agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
-
Education1 month agoHello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
-
Education3 months agoIndia’s Education Conundrum: Envisioning 2025 Amid Ground Realities
-
Education3 months agoNational Youth Day: Would Swami Vivekananda Be Proud of Indian Youth Today?
-
Education2 months agoIndia Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations
-
Education2 months agoUnion Budget 2025-26: A New Dawn for India’s Education Sector
-
Education3 months agoNational Startup Day: A New Era for Education and Entrepreneurship
-
Education2 months agoUnion Budget 2025-26: An Opportunity to Revolutionise India’s Education and Skilling Landscape
-
Education2 months agoSaudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
-
Education1 month ago
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation