Education
Building a supportive bridge between EARLY YEARS and PRIMARY SCHOOL
A smooth transition between early years and primary school can only be achieved through a combined effort of all the stakeholders, believes Firdaus F Lalkaka.
Going to school is an exciting as well as a challenging time for young children and their families. Moving from early childhood education to an elementary school can be a positive and rewarding experience that sets children up for a happy and successful academic pathway. It can also be a period of vulnerability for many children. Effective transitions are critical to the development of children’s self-worth, confidence and resilience, and ongoing success at school. This is a time to build relationships, maintain excitement for learning and ensure children experience continuity in their learning. Ensuring continuity of learning poses quite a challenge while children move through preschool, elementary school and beyond as children are required to become familiar with new people, practices and expectations. Unless the “learning” that the children have achieved during their preschool years seamlessly transfers to and is built on, in the next stage of elementary school, it will get interrupted and cause impediments in their progress and achievement. A smooth transition can only be achieved through a combined effort of all the stakeholders namely, the government (through a robust policy framework), the schools (preschools and elementary schools) and the parents.
In order to better achieve the objective of “inclusion” under RTE for ensuring a smoother transition especially for children coming from disadvantaged families, rather than laying emphasis on preparing the “child to be ready for school,” India would greatly benefit by considering a shift of emphasis to making the “schools ready for a child”.
A. Government Policy: Suggestions
1) The 25% quota of admissions u/s 12(1)(c) of RTE Act should be made applicable beginning from the lowest section of preschool i.e. from nursery onwards instead of from class as is presently being done. For a disadvantaged child to enter schooling from class 1 without a preschool education is as risky as attempting to board a speeding bus – it’s a surefire recipe for FAILURE!
2) Need for a robust monitoring and evaluation system to handhold disadvantaged children who are admitted to an English-medium school to ensure that such children don’t get disillusioned and ultimately drop-out.
3) Need for a “One-Nation-OnePolicy” for ECCE: This involves:-
-Fixation of common “Age-atEntry” norms and a common “cutoff ” date
* (PG @ 2+, Nur @ 3+, Jr.KG @ 4+, Sr.KG @ 5+ & Std-1 @ 6+)
* With the academic year commencing in June, cut-off date should be May 31.
Designing of a developmentally appropriate ECCE and Elementary School Curriculum that is in alignment with the learning milestones to ensure a smooth transition sans any overlaps.
Defining minimum infrastructure specifications for preschools
Defining child safety norms, etc
Defining the maximum number of children per class
Scientifically designed progress reports of children that are focused on capturing the achievement of learning milestones
Leveraging technology to ensure full compliance under RTE and ensure that no child is left behind
Ensuring timely re-imbursement of fees of admissions done under RTE
4) Bearing in mind the recent instances of assault and abuse of preschoolers, it would be in the best interest of children for the government to consider drafting of a policy which makes it mandatory to run a preschool from an exclusive premise rather than from within the premises of a primary/ secondary school.
5) Priority should be given by “neighbourhood” elementary schools while granting admission in class 1 to children enrolled in neighbourhood preschools.
6) To uphold the Right to Equality (guaranteed under the Constitution of India) of all children to secure admission in class 1 regardless of whether they are doing their preschooling in a standalone preschool or a preschool run by a recognised school, the government MUST ensure that admission is granted on either first-come-first-served basis or on draw of lots (as is already approved by the Education dept.).
7) Pressing need for building an evaluation model that promotes children based on achievement of learning outcomes rather than on an examination-based model which encourages rote learning.
8) Isn’t “nation building” everyone’s responsibility?: There is no logical reason why provisions of RTE Act should not be applicable to Minority Institutions for admitting disadvantaged children under the 25% quota. If they believe in the Indian Constitution which confers upon them special rights and privileges, I fail to understand why they are unwilling to shoulder the responsibility of admitting disadvantaged children under RTE and contributing towards nation building.
9) Caught between a rock and a hard place: Rather than accepting their complete failure in discharging their constitutional responsibility of providing quality public education to its citizens and taking concrete steps to improving the quality of public education in government schools, the government is introducing laws to impose restrictions on what fees private schools can charge on one hand and forcing them to admit disadvantaged children to the extent of 25% on the other. If the government is genuinely interested in bringing quality private school education at affordable rates, they should consider giving land for free and loans for school infrastructure at special rates with long moratoriums and/or allow private enterprise to manage the existing government schools and fix a value to their services which is based on the attainment of learning outcomes in children.
B. Preschools and primary schools The ground realities have been beautifully captured in the introductory paragraphs in chapter 1 of the Report of the Committee on Pre-Primary and Pre-School Education in Delhi dated 31- 03-2007 reproduced below:
1.1 Early Childhood Care and Education has globally been recognised as critical for human resource development. The first 8 years of a child’s life are the most crucial years because during this period of early childhood the pace of development is extremely rapid, determining the cognitive and physical growth and laying the foundation for shaping the social and personal habits and values. There is a growing body of research evidence to prove that the synoptic connections in the brain that are critical for the full development of the brain’s potential take place during the early phase of childhood.
1.2 Early Childhood Development includes two main aspects, i.e., care and education. Care is a comprehensive term that includes proper nutrition, medical attention particularly in regard to immunisation, security and safety and emotional support. The ‘education’ component includes pre-school education programmes aimed at 3-6 year-olds and extends to class 1 and 2 to cover children up to the age of 8 under the Early Childhood Care and Education (ECCE). However, it is to be clearly understood that ECCE is an integrated programme that takes into account the synergistic and interdependent relationship between health, nutrition, intellectual, social and emotional development and education, addressing the imperative of holistic and all-round development of the child.
Thus, it can be seen that any discussion on pre-primary education cannot exclude other aspects of early childhood development. On the contrary an examination of issues relating to pre-primary education should necessarily focus on the developmental paradigm so that the cognitive, affective and psychomotor issues are comprehensively addressed in the context of education.
1.3 Changing socio-economic conditions have also thrown up new challenges. The changes in family structure brought about by transition from joint families to nuclear families coupled with the increasing propensity of both parents going to jobs have put greater pressure on Early Childhood Education especially in urban and semi-urban areas. As parents face the compulsion of keeping their children in ‘safe custody’ when they are out on work, they invariably turn to crèches, kindergarten and play schools. Parents are taking their children out of the home environment much earlier than ever before. While sending children to crèches by parents who are both employed with no elders to take care of their children cannot be faulted, the growing tendency on the part of overenthusiastic parents to initiate their children into ‘education’ much before the children are ready for it is a cause of great concern. So, the first question that is to be answered is: What is the suitable age for a child to begin pre-schooling? The other important question is about what is going on in the name of pre-schooling in a majority of schools in Delhi.
1.4 The enormous demand for preschooling facilities has led to a mushrooming of play schools, nursery schools, kindergarten, preparatory schools etc. indicative of a veritable boom in the ‘Alphabet Industry’. A majority of ‘big schools’ (schools which have classes up to 12) run not only nursery and kindergarten or preparatory classes before class I, some of these schools also have pre-nursery. Thus, a child of 2-2½ years of age enters into a system which also has adolescents of 17-18 years of age. Parents’ wish is to put their children early on into such a system so that they need not worry about their children’s future schooling up to class 12. It defies all logic of ‘child-centric’ education. Instead, the prevalent system has become either ‘parent-centric’ or ‘schoolcentric’. It is seen that, barring a few exceptions, these schools are nothing more than mere downward extension of the formal and structured education at the level of class 1 and above. The unrealistic expectations of parents for early stimulation of their children and the inappropriate learning environment offered by schools staffed by either untrained or unsuitably trained teachers have resulted in a confusing and often chaotic situation. To compound the matters further, preschooling by whatever name, does not come under any regulation.
While the provisions of Article 21A and 45 of the Indian Constitution coupled with the provisions in Sec. 3 and 11 of the RTE Act, 2009 have correctly defined the “suitable age” as being 6+ for Class-1 and 3+ for beginning preschooling, despite a specific provision in law, the government is yet to come up with a developmentally appropriate preschool curriculum that doesn’t overlap with the elementary school curriculum! The high expectations of parents coupled with elementary schools interviewing children and rejecting them for failing to have mastered advanced numeracy and writing skills in their preschool years are the two key reasons that are primarily responsible for most preschools (barring a few), succumbing to the pressure and being reduced to nothing more than a mere downward extension of the formal and structured education at the level of class 1 and above and overburdening the child and forcing him to learn and grasp concepts ahead of their time (i.e. before they attain their mental and physical milestones). This completely defeats the purpose!
And, as reiterated earlier, in order to better achieve the objective of “inclusion” under RTE for ensuring a smoother transition especially for children coming from disadvantaged families, India would greatly benefit by considering a shift of emphasis from preparing the “child to be ready for school” to making the “schools ready for a child”. And preparation of scientifically designed reports of each child would go a long way in building the bridge between the preschool and elementary school.
Hence, to ensure a smooth transition, three critical issues need to be dealt with: Defining the suitable age for a child to begin pre-schooling.
Designing of a developmentally appropriate ECCE and Elementary School Curriculum that is in alignment with the learning milestones to ensure a smooth transition sans any overlaps.
Preparation of scientifically designed reports of each child that enable the elementary school teachers hand-hold the child on and from the milestones that he has achieved
C. Parents
In my view, the parents cannot be faulted for having very high expectations from preschools because of the following reasons:
a) Not being experts in early childhood education, parents are clueless about the learning milestones or the learning outcomes expected of a child in his preschool years. Their expectations are primarily built based on what their child is being taught in his preschool as compared to what another preschool is teaching their neighbour’s child. They are also distressed by the fact that if their child hasn’t mastered the advanced numeracy and writing skills as expected by the elementary schools, then their child would fail to secure admission in a reputed school.
b) While on one hand, the government has failed to draft a standardised preschool curriculum, on the other, the elementary schools interview children and reject those who have failed to master advanced numeracy and writing skills! As a result, finding themselves between a rock and a hard place, most preschools not only have to design their own curriculum but have to design it in a manner that meets with the expectations of the elementary schools. As a result, most preschools (barring a few), land up being nothing more than a mere downward extension of the formal and structured education at the level of class 1 and above that force children to learn a curriculum that is age inappropriate and ahead of their time.
Hence, in conclusion, creating a supportive bridge between early years and primary school and beyond is critical to ensure a smooth transition to enable children to continue their progress and achievement uninterruptedly and excel in this journey called life.
The process to ensure smooth transition from preschool to primary school especially to children coming from disadvantaged families admitted under u/s 12(1)(c) of RTE Act
A class 1 primary school teacher who has worked as an ECE teacher is better equipped to bridge the learning experiences from ECE to primary school.
A class 1 primary school teacher can find out about each child’s interests, strengths, culture and capabilities through:
(a) talking with the child’s preschool teacher and parents, (b) referring to the child’s portfolio/journal, (c) ongoing observations and discussions with the child’s parents and (d) formal and informal testing.
Tweaking and tailoring aspects of the primary school curriculum based on the identification of the child’s interests, strengths, culture, capabilities, will greatly help in engaging, challenging and motivating the children
The needs and aspirations of a child with special needs would be better served if there was co-ordination between the preschool teacher and the primary school teacher.
A deeper partnership between the primary teacher and the parents too, would be very supportive.
Having a senior student as “buddy” for every child joining primary school also ensures a smooth transition through companionship in school.
Holding “remedial” classes coupled with regular parent-teacher meetings.
Having a “transitory” class is necessary to bring RTE children up to the mental level of the other children who have done preschool.
Education
Madhya Pradesh Renames CM Rise Schools as ‘Sandipani Vidyalaya’ to Honour Lord Krishna’s Guru
In a symbolic move blending mythology with modern education, the Madhya Pradesh government has announced the renaming of its high-tech CM Rise Schools to Sandipani Vidyalaya, in honour of Lord Krishna’s revered guru, Acharya Sandipani. The decision was announced by Chief Minister Mohan Yadav during the launch of this year’s School Chale Hum campaign in Bhopal.
The CM Rise Schools initiative, originally introduced in July 2023 under former Chief Minister Shivraj Singh Chouhan, was envisioned as a transformative step towards quality education. These schools feature smart classrooms, digital infrastructure, and upgraded pedagogy aimed at bridging the rural-urban education divide.
Referring to the legendary Sandipani Ashram in Ujjain—where Lord Krishna is believed to have received his early education—CM Yadav said the renaming serves as a tribute to ancient Indian wisdom. “Lord Krishna received his education in Sandipani Ashram. The CM Rise Schools will now be known as Sandipani Vidyalaya to reflect this legacy,” he stated.
The state government had aimed to establish 9,000 such schools, with 274 already operational and serving over 2.5 lakh students. These institutions have been hailed for offering modern learning environments while drawing inspiration from India’s educational heritage.
The announcement also coincides with renewed efforts to make education more accessible, particularly in rural areas. CM Yadav’s government recently earmarked ₹101.20 crore to revive public transport systems across the state in a public-private partnership (PPP) model, enhancing accessibility to schools and colleges.
By naming these futuristic institutions after a figure steeped in India’s educational tradition, the government hopes to strike a chord with cultural pride while continuing its push for technological advancement in classrooms.
Education
On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India
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
SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
In a critical step toward confronting the alarming rise in student suicides, a Supreme Court-appointed National Task Force on Mental Health and Student Well-being in Education held its first meeting on 29 March 2025. This comes just five days after the apex court formed the committee, recognising that student suicides have now outnumbered those in the farming sector—a tragic and urgent wake-up call for the country’s education system.
The task force, chaired by former Supreme Court judge Justice S. Ravindra Bhat, has been given the mandate to examine mental health concerns within higher educational institutions and recommend policy-level reforms to prevent student suicides. The move follows a petition filed by parents of two students from IIT Delhi, who had allegedly died by suicide, seeking an FIR and deeper accountability.
Listening to India: A National Consultation
In a progressive and people-first approach, the task force will soon launch a website and social media platforms to invite public feedback. From educators and students to psychologists and parents, all stakeholders will have the opportunity to share suggestions and lived experiences. Additionally, the panel will conduct public meetings, review existing laws and policies, and consult with institutions and mental health experts.
Who’s On Board?
The panel comprises a cross-section of experts and representatives from:
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Ministry of Women and Child Development
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Department of Higher Education
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Department of Social Justice and Empowerment
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Department of Legal Affairs
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Mental health professionals
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Education policy specialists
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Legal experts
What’s Next?
The Supreme Court has asked for an interim report in four months and a comprehensive final report in eight months. These reports will serve as blueprints to strengthen institutional mental health frameworks and enable the development of preventive policies and on-ground support mechanisms in schools and universities.
Justice J.B. Pardiwala and Justice R. Mahadevan, while announcing the task force earlier this month, had sharply criticised the lack of robust systems to support mental health in educational spaces—pointing to “serious gaps in legal and institutional structures.”
This development comes at a crucial time as schools, colleges, and policymakers across the country grapple with rising mental health issues among students. The outcomes of this task force could very well reshape how educational institutions approach emotional well-being—not as an afterthought, but as an essential part of holistic learning.
Education
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
In a landmark reform aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has announced sweeping changes to the Class 10 and 12 curriculum, exam structure, and assessment methods. These changes, which will come into effect from the academic session 2025-26, aim to foster flexibility, skill development, and holistic learning.
Biannual Board Exams
One of the most significant updates is that CBSE will now conduct Class 10 board exams twice a year—in February and April—allowing students to choose the attempt that suits them best. However, Class 12 board exams will continue to be held once a year. This change offers students more chances to improve their performance and alleviates exam-related pressure.
Revised Passing Criteria
CBSE has also made the passing criteria more flexible. In Class 10, students who fail in key subjects like Science, Mathematics or Social Science can now substitute them with a passed skill subject or an optional language subject. The overall pass percentage remains at 33% in both theory and internal assessment.
Introduction of Skill-Based Subjects
With a strong push toward vocational and future-ready learning, the revised curriculum introduces new skill-based subjects.
For Class 10, students can now choose between:
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Computer Applications
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Information Technology
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Artificial Intelligence
They can also select either English or Hindi as their language subjects.
For Class 12, four new skill-based subjects have been introduced:
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Land Transportation Associate
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Electronics and Hardware
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Physical Activity Trainer
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Design Thinking and Innovation
The curriculum for Class 12 is now organised around seven major learning areas:
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Languages
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Humanities
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Mathematics
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Sciences
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Skill Subjects
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General Studies
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Health and Physical Education
New Grading System
Class 10 assessments will now follow a 9-point grading scale, with 80 marks allotted to the written exam and 20 marks to internal assessments. This move aims to promote consistent performance throughout the academic year rather than focusing solely on final exam outcomes.
Curriculum Access and Implementation
The updated curriculum is already available to all CBSE-affiliated schools and includes detailed information on learning outcomes, pedagogical strategies, and assessment frameworks. Educators have been encouraged to align their teaching methodologies accordingly.
This overhaul represents a significant stride toward personalised learning and skill development. With its dual-exam format, diversified subject offerings, and practical focus, CBSE’s new model hopes to reduce academic stress and make education more meaningful for today’s learners.
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.
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
Target Learning Ventures Conducts Career Counselling for Underprivileged Students in Kandivali
Mumbai, 26 March 2025: In a commendable outreach initiative, Target Learning Ventures, a leading publishing house, recently conducted a comprehensive career counselling session for students of Matrubhoomi High School in Kandivali. The session, aimed at 9th and 10th-grade students from economically weaker backgrounds, was held in collaboration with INSEED NGO, which works to provide essential academic support to the school.
The session was led by Mr Sachin Kodolikar, Executive Director of Target Learning Ventures, who introduced students to various personality types—communicative, reflective, analytical, and assertive—and their relevance in different career paths. The approach helped students understand how their personal traits could align with diverse professional opportunities.
Mr Kodolikar also introduced students to skill-based career options, drawing attention to government-recognised courses and platforms such as the National Skill Development Corporation (NSDC). He encouraged the students to participate in the India Skills competition and explore non-traditional career paths that could lead to long-term growth and self-reliance.
“We are obliged by INSEED NGO for giving us this opportunity,” said Mr Kodolikar. “This initiative is about more than career guidance—it’s about broadening horizons and helping students make informed decisions.”
Sangeeta Shirname, Founder of INSEED NGO, expressed her appreciation for the session, noting its significance in inspiring students to look beyond conventional careers such as engineering and medicine. She added that many students were excited about the upcoming opportunity to visit the Target Learning Ventures office for hands-on exposure.
In an important stride towards implementing the National Education Policy (NEP) 2020, the Ministry of Education has launched the “Baalpan ki Kavita” initiative—an ambitious project to restore and revive Indian rhymes and poems for young children across the country. Spearheaded by the Department of School Education & Literacy (DoSE&L), this initiative aims to build a vibrant compendium of age-appropriate, culturally resonant poems in all Bharatiya Bhasha (Indian languages) and in English, for pre-primary to Grade 2 learners.
The initiative recognises the powerful influence of rhymes and poems in early childhood education—offering not only linguistic development but also cultural grounding. Through the “Baalpan ki Kavita” contest, DoSE&L and MyGov are inviting educators, parents, poets, and language enthusiasts to contribute existing or original rhymes under three categories: Pre-primary (ages 3–6), Grade 1 (ages 6–7), and Grade 2 (ages 7–8). The entries can be submitted from 26 March to 22 April 2025 on the MyGov website, and should reflect joyful, child-friendly content rooted in India’s diverse cultural milieu.
While the initiative has been widely welcomed, it has also sparked necessary conversations around what it means to restore “Bharatiya” poems in a truly pluralistic and inclusive India. Critics and educators alike are cautioning that while returning to linguistic and cultural roots is commendable, it is equally essential to ensure that the selected rhymes reflect progressive values, diversity, and regional representation.
For decades, Indian children have grown up reciting foreign nursery rhymes like Twinkle Twinkle Little Star or Jack and Jill, with little exposure to traditional Indian poetic forms. While some schools have occasionally included regional gems such as Nani Teri Morni Ko Mor Le Gaye (Hindi) or Chanda Mama Door Ke (widely popular in Hindi and Telugu), these have rarely found a standard place in national curricula.
The absence of Indian rhymes in mainstream education can be attributed to colonial hangovers, lack of standardisation across states, and an education system that long prioritised English-medium content. However, the NEP 2020 has made a strong case for multilingualism and cultural rootedness in foundational education—opening the door to such initiatives that celebrate India’s linguistic diversity.
That said, educationists emphasise that inclusion must go hand-in-hand with critical curation. Rhymes must reflect the India of today—not just folklore, but stories that uphold gender equality, environmental awareness, and kindness. We must move beyond simplistic moral binaries or caste-laden tales that have occasionally crept into traditional literature.
In fact, there’s an opportunity here to revive some of India’s lesser-known literary treasures—folk rhymes from the hills of Himachal, tribal lullabies from Odisha, Malayalam couplets about the monsoon, Marathi riddles, and more. Rhymes like Appa Amma (Kannada) or Kokila Kokila (Tamil) can be powerful vehicles for language immersion, identity formation, and emotional development.
Still, romanticising the past without scrutiny is not ideal. While the intent to preserve Bharatiya Bhasha is commendable, there is a fine line between celebration and cultural imposition. This initiative must not become a tool to homogenise or politicise early education. India’s strength lies in its diversity—and that diversity and representation must be reflected in the poems our youngest citizens grow up reciting.
As “Baalpan ki Kavita” moves forward, stakeholders must approach the process with sensitivity, balance, and a deep commitment to building a generation that cherishes its heritage while dreaming with open, inclusive minds.
Addressing the pressing issue of skill gaps in India’s technical sectors, Sh. Jayant Chaudhary, Minister of State (Independent Charge), Ministry of Skill Development and Entrepreneurship, highlighted the need for industry-academia-government partnerships and an apprenticeship-embedded curriculum to make the country’s youth future-ready. Speaking as the Chief Guest of the third annual technical festival EPITOME 2025 at Gati Shakti Vishwavidyalaya (GSV), Vadodara, via video conference, the minister emphasised the role of the education ecosystem in driving both national and individual growth.
“In today’s knowledge-driven world, the right skill set gives us both the merit as well as national growth,” he remarked, drawing a strong connection between employability and India’s ambition for Viksit Bharat 2047.
Themed “Transport 360: Land, Air, Sea and Beyond”, the two-day festival at GSV brought together industry leaders, policymakers, educators, and innovators to explore the future of logistics, transport, and multimodal infrastructure.
He called upon stakeholders to work in unison:
“Industry, academia, and government must work in synergy to create skilled professionals who can reduce errors, improve efficiency and drive innovation.”
Citing government initiatives, he noted the recently announced ₹60,000 crore scheme to upgrade Industrial Training Institutes (ITIs) and the Ministry’s support for start-up culture and sector-specific skilling programmes, especially with India’s start-up ecosystem projected to double by 2030 and generate over 50 million jobs.
The minister praised Gati Shakti Vishwavidyalaya’s “industry-driven” approach and encouraged it to mentor National Skill Training Institutes (NSTIs), thereby broadening the impact of its reskilling and upskilling initiatives. Dr. Hemang Joshi, Member of Parliament from Vadodara, reiterated the Prime Minister’s vision for Viksit Bharat 2047, identifying GSV as a vital institution in shaping a transport-ready and skilled India. Vice-Chancellor Prof. Manoj Choudhary shared the university’s progress under its “industry-driven, innovation-led” vision, pointing to its direct collaborations with organisations like Airbus, Alstom, Tata Advanced Systems, and AMD.
Global experts including Prof. Vinayak Dixit (UNSW Australia) and Andreas Foerster (Tata Advanced Systems) also joined the discussions on how academic institutions can match the rapidly evolving demands of the transport and logistics sectors.
While technical universities like GSV are pioneering the way, India’s transformation must begin at the school level. To truly bridge the skill gap and foster real-world readiness, Indian schools must begin integrating apprenticeship-based learning and cross-sector collaboration into the secondary and higher secondary curriculum.
Some solutions that can be adopted include:
Creating industry liaisons in every district to help schools connect with local businesses, logistics hubs, aviation services, or manufacturing units for real-time exposure.
Embedding skill-based modules within existing subjects—such as using project-based transport models in mathematics or digital simulations in geography and economics.
Adopting an ‘Apprenticeship Lite’ model for students in classes 9 to 12, enabling them to shadow professionals or complete internships during school breaks.
Establishing co-branded certification programmes between CBSE/State Boards and skilling institutions like NSDC or Sector Skill Councils to provide formal recognition for practical skills learned in school.
Engaging vocational educators in teacher training to ensure skill-based learning is effectively delivered at the classroom level.
With the National Education Policy (NEP) 2020 advocating for integration of vocational education at all levels, now is the time for school systems to act and align with India’s larger skilling mission. Gati Shakti Vishwavidyalaya’s model could serve as a blueprint—not just for universities, but for school education that aspires to blend knowledge with employability.
A National Model Worth Replicating
Taking the Model to Schools: The Missing Link
Chandigarh: In a move that signals the strengthening of education reform in Punjab, Chief Minister Bhagwant Mann on Saturday hailed the contribution of foreign-trained teachers as catalysts in the state’s ongoing “education revolution.” Speaking at a flag-off ceremony in Chandigarh, Mann dispatched a new batch of 72 teachers to Turku, Finland for training in modern pedagogical practices, marking yet another step towards globalising the state’s education system.
According to the Chief Minister, a total of 234 principals and education officers have already undergone a five-day leadership development programme in Singapore, while 152 headmasters and officers have been trained at IIM Ahmedabad, across three batches. The initiative, Mann said, is designed to expose educators to global best practices and bring those methodologies back to their classrooms in Punjab.
“This out-of-the-box idea is giving major thrust to the education revolution in the state by bringing the much-needed qualitative change in the education system,” he said. “These teachers are acting as agents of change, ensuring quality education for our students.”
Mann further explained that teachers for the programme are selected purely on merit, with a unique eligibility condition: they must be recommended by at least 10 students they have taught. This, he noted, ensures that only genuinely deserving and impactful educators get the opportunity to benefit from the exposure.
The programme equips teachers with modern teaching techniques, including student-centric learning, digital integration, critical thinking development, and classroom management strategies. Upon their return, these teachers share their learnings with peers and students, thereby cascading the training across the state’s education ecosystem.
A National Model in the Making?
Punjab’s approach to foreign teacher training programmes may well serve as a template for other Indian states. Much like student exchange programmes that help pupils gain global exposure, a teacher or faculty exchange programme could enrich teaching methods and uplift educational standards across the country.
Introducing cross-cultural learning for teachers can lead to better understanding of global educational trends and foster innovation in curriculum and teaching methodologies. By encouraging other state governments to adopt similar strategies, India can empower its teaching workforce and help meet the goals of the National Education Policy (NEP) 2020, which strongly emphasises professional development for educators.
As India continues to navigate the challenges of 21st-century learning, investing in teachers is key to shaping future-ready learners. Punjab’s efforts underline the transformative power of global exposure and the ripple effect well-trained teachers can create in society.
News Source- PTI
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