In a significant development for India’s higher education sector, the University of Liverpool—one of the United Kingdom’s most prestigious academic institutions and a member of the Russell Group—has announced plans to establish its first international campus in Bengaluru. The university aims to commence operations by 2026.

This marks the first time a Russell Group university, often likened to the Ivy League for UK higher education, will set up a physical campus in India. Known for its world-class research and academic rigour, the University of Liverpool was founded in 1881 and has produced nine Nobel laureates. Its entry into the Indian education landscape is expected to bolster the globalisation of Indian higher education and widen access to top-tier international programmes.

Initially, the Bengaluru campus will offer undergraduate and postgraduate courses in Business Management, Accounting and Finance, Computer Science, Biomedical Sciences, and Game Design—making it the first UK university to offer these programmes from within India. The range of disciplines is expected to expand over time.

Karnataka Chief Minister Siddaramaiah hailed the development as a “landmark moment” in the state’s educational journey. “For many years, our brightest minds left the country to study abroad. Today, a top global university is choosing to come here,” he said, adding that the government would ensure full support through policy and infrastructure.

In a move to bridge industry and academia, the university also signed an MoU with Bengaluru-based IT major Wipro to collaborate on research, innovation, and skill-building programmes.

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Delhi University’s Executive Council (EC) has approved sweeping curriculum revisions that have sparked sharp protests from faculty members, igniting a fresh debate over academic freedom, ideological influence, and the future of higher education in India. The changes, ratified during the EC’s 1,275th meeting, affect multiple departments including Psychology, Sociology, and English, and introduce new programmes in journalism and nuclear medicine.

Among the most contentious shifts is the removal of conflict-based case studies from the Psychology of Peace paper. Case references to Kashmir, Palestine, India-Pakistan relations, and the Northeast have been replaced with conflict-resolution examples drawn from Indian epics like the Mahabharata and Bhagavad Gita. Similarly, a Sociology paper has dropped foundational thinkers like Karl Marx and Thomas Robert Malthus, along with key sections such as the Sociology of Food and the critical lens on the Sociology of Law.

Faculty members are sounding the alarm. As per a story in Business Standard, EC member and Associate Professor at Kirori Mal College, Rudrashish Chakraborty, called the changes “a complete disregard for disciplinary expertise” and warned they could severely damage DU’s global academic standing.

At the heart of the backlash is a deeper concern about ideological overreach in curriculum design. Critics say the move replaces rigorous, research-based frameworks with selectively religious narratives, undermining the pluralism that once defined Indian academia.

Why These Topics Were in the Curriculum in the First Place

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Incorporating geopolitical issues like Kashmir and Palestine in social science syllabi wasn’t about courting controversy—it was about helping students understand conflict, diplomacy, and peace-building through lived realities. Scholars like Marx and Malthus, often labelled as ideologues, contributed frameworks that shaped global discourse on inequality, population, labour, and social justice. To erase them from academic memory is not just selective—it’s intellectually dishonest.

Their inclusion wasn’t about promoting one ideology over another but about exposing students to a spectrum of thought. If academic institutions stop encouraging intellectual plurality, they risk becoming echo chambers that simply mirror prevailing politics.

What Could Have Been Done Differently

If the aim was truly to Indianise or decolonise the curriculum—as has been cited in many recent reforms—it could have been done with scholarly rigour. Including Indian thinkers alongside global ones, offering critical engagement rather than replacement, and developing interdisciplinary modules that draw on Indian social realities would have strengthened rather than diluted the curriculum.

A meaningful curriculum reform should be inclusive, consultative, and pedagogically sound. Instead, these changes appear abrupt and top-down, with several faculty members alleging they were not adequately consulted. As one member remarked, “Modernisation cannot come at the cost of academic autonomy.”

The counter to a whitewashed curriculum should not be to do the exact opposite. Figures like Karl Marx are not just ideologists; their legacies extend beyond nation-states. They presented global ideas that remain relevant to Indian society, especially in an age grappling with inequality and labour rights.

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And religion—while an important part of many societies—must never dominate education policy. When one faith is elevated in academic materials meant for students of all backgrounds, it chips away at the secular fabric of our democracy.

Replacing complex geopolitical issues with religious scripture is not only pedagogically flawed—it’s, frankly, a dangerous precedent.

New Programmes and Policy Decisions

Beyond the curriculum overhaul, DU has also announced the launch of a two-year M.A. in Journalism in both Hindi and English, and a BSc in Nuclear Medicine Technology, to be offered at the Army Hospital (R&R) for Armed Forces Medical Services personnel. The EC also introduced a new policy for determining teacher seniority, with age taking precedence over API scores when qualifications are equal.

A committee has been constituted to assess the implications of a DoPT circular mandating periodic review of employees aged 50 and above—raising concerns about forced retirement policies within the university system.

As the NEP rollout moves ahead, universities like DU need to walk the path wisely. Reforms should fuel learning, not push a story. Education isn’t meant to box students into ideologies—it’s meant to open minds, spark debate, and shape citizens who can think for themselves. Our classrooms should dig deeper, not go narrow. We can’t afford to swap knowledge for one-sided thinking.

In a significant step towards multilingual education, the Central Board of Secondary Education (CBSE) has issued a directive asking all affiliated schools to begin mapping the mother tongues of students from pre-primary to Class 5. The move aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023, both of which advocate for the use of the child’s home language in early education.

In a circular dated May 22, CBSE encouraged schools to adopt the child’s mother tongue—or a familiar regional language referred to as R1—as the medium of instruction, particularly from pre-primary to Class 2. From Classes 3 to 5, students may either continue with R1 or be introduced to a second language (R2) for instruction.

While CBSE has previously recommended the use of mother tongue in classrooms, this circular signals a stronger push, potentially paving the way for it to become compulsory in the future. The Board has advised schools to start aligning their academic content with this change by the end of the summer break, although a flexible timeline has been offered.

The rationale behind this shift is grounded in research: young children grasp concepts better when taught in the language they speak at home. With NEP and NCFSE both promoting concept-based, multilingual learning, CBSE’s decision aims to make foundational education more accessible and meaningful.

To support this transition, schools are required to form NCF implementation committees by the end of May. These teams will oversee language mapping, adapt teaching materials, and coordinate teacher training for multilingual education. Starting in July, schools must also submit monthly progress reports, and academic observers may visit institutions to offer feedback and support.

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NCERT has already made textbooks for Classes 1 and 2 available in 22 Indian languages, with higher-grade translations underway. The aim is clear—bring the school closer to the home, linguistically and emotionally, for India’s youngest learners.

In a decisive step to protect students from the dangers of tobacco and substance abuse, the Ministry of Education has launched a nationwide enforcement campaign urging all States and Union Territories to make educational institutions completely tobacco- and substance-free zones. The announcement follows the 8th Apex Committee meeting of the Narco-Coordination Centre (NCORD), chaired by the Ministry of Home Affairs, which highlighted the urgent need to safeguard India’s youth.

The Department of School Education and Literacy (DoSEL), through Secretary Sanjay Kumar, has called for strict implementation of the Tobacco-Free Educational Institutions (ToFEI) guidelines. This month-long enforcement drive will begin on May 31, 2025—World No Tobacco Day—and continue until June 26, 2025, which marks the International Day Against Drug Abuse and Illicit Trafficking.

The move comes at a time when rising tobacco use among adolescents has become a growing concern. According to the Global Youth Tobacco Survey (GYTS-2), 2019, over 8.5% of Indian students aged 13–15 use tobacco in some form, and shockingly, 5,500 children in India start using tobacco every day. Studies have shown that tobacco is often a gateway to more dangerous forms of substance abuse, and its easy availability around schools further adds to the challenge.

To combat this, the ToFEI guidelines mandate a comprehensive nine-point action plan for schools and colleges, which includes the display of signage, awareness campaigns, inclusion of tobacco policies in the school code of conduct, and nominating tobacco monitors. However, two key activities that demand immediate support from local authorities are:

• Marking a yellow line 100 yards around all educational institutions to designate them as tobacco-free zones.

• Ensuring no tobacco sales within that 100-yard radius, in line with Section 6(b) of the Cigarettes and Other Tobacco Products Act (COTPA), 2003.

Local enforcement agencies have been urged to work with school authorities to implement these measures on the ground. A previous advisory from the Ministry of Home Affairs in November 2024 had already reinforced the need for strict action on these fronts.

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The Ministry has also appealed for the involvement of teachers, parents, and School Management Committees (SMCs) in creating safer environments for students. Schools are encouraged to report any violations to the local police and help enforce the guidelines without fear of repercussions. States have been advised to develop a Standard Operating Procedure (SOP) to facilitate this process.

To raise awareness, the Ministry has launched the ‘World No Tobacco Day Awareness Quiz – 2025’ on the MyGov platform. Open from May 22 to July 21, the quiz is aimed at students, educators, and the general public to educate them about the dangers of tobacco in an engaging and informative way.
Link: https://quiz.mygov.in/quiz/world-no-tobacco-day-awareness-quiz/

As India strives to harness its youthful demographic for a healthier and brighter future, the Ministry’s campaign is a call to action—urging all stakeholders to come together and make educational spaces truly safe, healthy, and drug-free.

When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.

Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.

And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.

The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.

For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.

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Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.

This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.

Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.

Kerala’s Department of Public Education is steering its schools in a direction few others in the country have ventured. With a growing emphasis on emotional well-being, civic sense, and digital discipline, the state has announced a series of reforms that aim to reframe the purpose and process of schooling in the 2025–26 academic year.

The most striking of these changes is the introduction of a two-week social awareness programme at the beginning of the school year for students from Classes 1 to 10, starting June 2. Higher secondary students will take part in a shorter version of the initiative from July 18. In this period, traditional textbooks will be set aside in favour of sessions that explore topics like drug abuse prevention, responsible social behaviour, emotional regulation, hygiene, gender sensitivity, and legal awareness.

The programme was designed in consultation with experts from the Police Department, Social Justice Ministry, Child Rights Commission, SCERT, and others, ensuring that content is both relevant and age-appropriate. Arts and sports will also be given space during this period, further promoting a holistic approach to education.

In addition to curriculum shifts, the department has issued a directive asking teachers not to create or share reels and videos on social media platforms during school hours. This move comes in light of growing concerns about distractions and the professional image of educators in the digital age.

These reforms reflect a deeper philosophical shift. Education Minister V Sivankutty’s vision seems to be one where schooling is not only about academic advancement but also about nurturing responsible, resilient individuals. While some critics may question the timing or implementation capacity of these reforms, the global education landscape suggests Kerala may be on the right track. Countries like Finland and New Zealand have already incorporated social-emotional learning and life skills into their core curricula, recognising that academic performance alone does not prepare students for an unpredictable world.

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Are these reforms necessary? Given rising cases of student stress, substance abuse, and digital addiction, the answer may well be yes. By introducing these changes early in the academic calendar, Kerala is making a case for front-loading empathy, awareness, and life-readiness—concepts that are increasingly critical but often delayed in traditional schooling.

Whether this is a bold experiment or the beginning of a national shift remains to be seen. But there’s little doubt that other states will be watching closely.

As the future of work continues to evolve at a breakneck pace, one thing is becoming increasingly clear: the ability to be human is our greatest advantage. In an age where automation and AI are reshaping industries, it’s no longer technical proficiency that sets students apart, it’s human skills.

And yet, our schools aren’t keeping up.

Globally, education systems remain heavily weighted towards academic and technical achievement. While these are certainly important, they no longer tell the whole story. Employers across sectors are united in their call for graduates who can communicate effectively, manage stress, work in diverse teams, and adapt to constant change.

Deloitte’s 2019 report The path to prosperity: Why the future of work is human found that by 2030, two-thirds of all jobs created will be reliant on human capabilities. These include empathy, creativity, collaboration, emotional intelligence, and the ability to learn continuously. All of which are underdeveloped in our current school structures.

This is not a theoretical problem. The impact is already being felt. Research consistently shows that up to 68% of high school students report feeling anxious, underprepared, and lacking the confidence to take the next step into work or further education. The transition from school to career requires more than ‘knowledge acquisition,’ it requires self awareness.

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Human skills are the gateway to that self-awareness. They help students identify their strengths, regulate their emotions, communicate effectively, and develop resilience. These are the foundational competencies that allow young people to navigate uncertainty and thrive in a rapidly changing world.

Importantly, these skills are not innate. They are learned, practised, and refined over time — just like maths, science, or coding. When introduced early, human skill development empowers students with confidence and clarity. They learn how to navigate social complexity, resolve conflicts, deal with failure, and see growth as a lifelong journey rather than a fixed destination.

So, why aren’t we teaching these skills in schools as deliberately as we teach literacy or numeracy?

Perhaps it’s because human skills feel harder to measure. But we must shift our mindset. What we value, we measure — and what we measure, we teach. Forward-thinking educators and school leaders across the globe are beginning to incorporate social-emotional learning, strengths-based development, and mental wellbeing into their curriculums, recognising that these are not “nice-to-haves” — they are must-haves.

Imagine a student graduating from high school with not just academic marks, but a toolkit of emotional and interpersonal strengths: an understanding of who they are, what drives them, and how to manage themselves under pressure. Imagine a generation that sees learning as a lifelong pursuit and failure as a stepping stone rather than a setback.

This is the future we must design for.

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It starts by giving human skills a seat at the table – not as a supplement to education, but as a core component of it. We need to empower educators with the tools and frameworks to deliver this kind of learning and where necessary provide expert facilitators to avoid adding more to the workload of educators. We need to engage students in real, reflective experiences that help them connect their inner world with the outer demands of life and work.

The most meaningful educational innovation doesn’t just teach students to do more. It teaches them to be more – to be self-aware, to be empathetic, to be adaptable. That’s how we create work-ready individuals and life-ready citizens.

The world doesn’t need more rote learners. It needs more critical thinkers, resilient leaders, and emotionally intelligent problem solvers. And the time to cultivate them is now –  in our classrooms, through our curriculums, and with intention.

This article is authored by Renata Sguario

Renata Sguario is the founder and CEO of Maxme and the current chairman of the board of Future First Technology (formerly known as PS+C Limited), listed on the ASX (FFT), one of Australia’s leading end-to-end ICT and digital consulting organisations.

In an effort to combat rising sugar consumption among students, the Central Board of Secondary Education (CBSE) has directed all affiliated schools to establish “Sugar Boards”—a dedicated awareness initiative designed to monitor and educate students about the dangers of excessive sugar intake. This decision follows a sharp increase in Type 2 diabetes among children, a condition once primarily seen in adults, but now a growing concern in school-aged populations.

Why Sugar is Becoming a Silent Crisis

The CBSE has observed a troubling rise in Type 2 diabetes among students over the past decade. Health experts attribute this trend to the easy availability of sugary snacks, soft drinks, and processed foods within school environments. Studies indicate that sugar constitutes 13% of daily calorie intake for children aged 4 to 10 years and 15% for those aged 11 to 18 years—far exceeding the World Health Organization’s (WHO) recommended limit of 5%.

These Sugar Boards, mandated by CBSE, will serve as educational displays within schools, informing students about the risks of excessive sugar consumption. They will display critical information, such as:

• Recommended daily sugar intake

• Sugar content in commonly consumed foods (sweets, sodas, chocolates)

• Health risks associated with high sugar intake, including obesity, diabetes, and dental problems

• Healthier dietary alternatives

The directive also encourages schools to conduct awareness seminars and workshops, helping students make informed food choices. Schools are required to submit reports and photographs of their Sugar Boards by July 15.

The Real Enemy is Advertising

But while the CBSE is focusing on sugar consumption within schools, global research highlights a much larger problem—junk food advertising. As reported by The South First in a recent story, a study presented at the 2024 European Congress on Obesity in Malaga found that even five minutes of exposure to junk food advertisements could cause children to consume an extra 130 kilocalories per day. Professor Emma Boyland from the University of Liverpool explained, “Our results show that unhealthy food marketing leads to sustained increases in caloric intake among young people—enough to promote weight gain over time.”

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This research highlights that children’s sugar consumption is not just influenced by what they eat in school but also by what they see on their screens. Junk food marketing—whether through TV, online ads, or even brand-only advertisements—significantly impacts children’s eating habits.

Nithin Kamath, Founder & CEO of Zerodha & Rainmatter Foundation, and a popular LinkedIn thought leader, recently highlighted the Sugar Boards initiative on social media, thanking Food Pharmer (Revant Himatsingka) for contributing to this change with his content.

Revant Himatsingka, popularly known as Food Pharmer, has been a vocal advocate for healthier eating habits among children. His digital content, which breaks down the sugar content of everyday foods—from malted drinks to packaged juices—has gained widespread attention and spurred conversations on healthy eating among parents, schools, and policymakers.

Kamath’s post acknowledged that while the CBSE’s initiative is a step in the right direction, true change requires parental awareness and action. “Now to figure out how to get parents to care about it. How to reduce sodas, coffee/tea (majority of it is mostly sugar), malted drinks, chocolates, sweets, etc.,” he wrote.

Will ‘Sugar Boards’ Be Enough?

While the Sugar Boards are a commendable initiative, many may argue that they are only part of the solution. Schools can monitor students’ sugar intake on campus, but the problem extends beyond the school gates. Children are exposed to junk food advertising on social media, in video games, and even through influencer endorsements.

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Professor Boyland’s research shows that even brand-only food ads—advertisements that showcase brand logos without directly promoting food—can significantly increase children’s calorie intake. This means that without stricter advertising regulations, schools may find it difficult to counter the impact of sugar marketing.

CBSE’s Sugar Boards are a commendable initiative, but their success will depend on consistent awareness efforts, parental involvement, and broader policy changes. Experts recommend a multi-pronged approach:

1. Stricter regulations on junk food marketing aimed at children

2. Mandatory nutrition education as part of the curriculum

3. Collaboration with parents to reduce sugary foods at home

4. Regular health check-ups and BMI monitoring in schools

With diabetes and obesity on the rise among young Indians, addressing the sugar crisis is no longer just a dietary choice—it is a public health necessity.