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.

Published

7 years ago

April 4, 2019

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.

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Education

Supreme Court’s Landmark Judgment for Schools: Menstrual Health is a Fundamental Right

In a transformative judgment delivered on January 30, 2026, the Supreme Court of India has unequivocally placed menstrual health within the ambit of fundamental rights, linking dignity, education, and equality in classrooms across the country. This ruling goes beyond infrastructure mandates to address stigma, awareness, and school culture—reshaping how institutions must support adolescent girls. ScooNews breaks down what the judgment says and what it now requires every school leader to do.

Published

1 week ago

January 31, 2026

Team ScooNews

SC Ruling Makes Menstrual Health a Fundamental Right

In a landmark judgment that firmly connects constitutional law with everyday classroom realities, the Supreme Court of India has declared menstrual health a fundamental right, placing it squarely within the ambit of Article 21 (Right to Life with dignity) and Article 21A (Right to Education).

Delivered on January 30, 2026, by a Bench of Justices J.B. Pardiwala and R. Mahadevan, the ruling in Jaya Thakur vs Union of India goes far beyond symbolic recognition. It lays down clear, enforceable obligations for schools—government and private alike—transforming menstrual hygiene from a welfare measure into a constitutional duty.

For school leaders, this judgment marks a decisive shift: menstrual dignity is no longer optional, charitable, or discretionary. It is a core educational standard.

Why the Court Intervened

The Court acknowledged what educators and parents have long known but systems have often ignored:
lack of menstrual hygiene support is a direct barrier to girls’ education.

Absenteeism, discomfort, fear of embarrassment, inadequate toilets, and social stigma collectively push many girls out of classrooms—sometimes temporarily, sometimes permanently. By recognising menstrual health as integral to dignity and learning, the Court affirmed that no girl should ever have to choose between her education and her period.

What the Court Said

The judgment rests on three powerful principles:

Menstrual health is inseparable from dignity and bodily autonomy, which are central to the Right to Life.
Education cannot be meaningful if menstruation becomes a reason for exclusion, discomfort, or discrimination.
Infrastructure alone is insufficient—social stigma, silence, and male insensitivity must also be addressed.

In a telling observation, the Court noted that “ignorance breeds insensitivity” and warned that menstrual facilities will remain underused unless schools actively dismantle stigma.

What Schools Must Now Do

The Court’s directions are both practical and time-bound, with a three-month implementation window. They fall into two clear buckets: infrastructure and ecosystem change.

Physical Infrastructure: The Non-Negotiables

All schools—government and private—must ensure:

Free provision of biodegradable sanitary pads, with a preference for discreet access such as vending machines.
Functional, gender-segregated toilets with running water, soap, privacy, and regular maintenance.
Disabled-friendly sanitation facilities, ensuring inclusivity for all students.
Safe and hygienic disposal systems, including covered bins and environmentally compliant solutions.
Creation of a Menstrual Hygiene Management (MHM) Corner stocked with emergency supplies such as spare uniforms, innerwear, and hygiene kits.

The Court made it clear that absence of these facilities amounts to denial of constitutional rights.

Cultural & Educational Shift: The Ecosystem Solution

Perhaps the most progressive aspect of the ruling is its insistence that menstrual health is not a “girls-only issue.”

Schools are now expected to:

Sensitise boys about menstruation as a normal biological process, removing shame, jokes, and harassment from school spaces.
Train male teachers and staff to respond empathetically to menstruation-related needs, without interrogation or embarrassment.
Integrate age-appropriate, gender-responsive content on menstruation and puberty into health and wellness curricula, in line with NCERT/SCERT guidance.
Foster a school culture where menstruation is discussed openly, respectfully, and without euphemism.

The message is unambiguous: pads without dignity do not equal access.

A Clear Warning to Private Schools

The Supreme Court issued a firm caution to private institutions:
non-compliance can lead to de-recognition.

By linking menstrual hygiene directly to the Right to Education, the Court has placed accountability squarely on school managements. Compliance is no longer a matter of reputation—it is a legal obligation.

Why This Judgment Matters

This ruling represents a rare moment where law, education, health, and gender equity intersect meaningfully.

It acknowledges that:

Equality in education requires both facilities and acceptance
Silence around menstruation is itself a form of discrimination
Boys and men must be part of the solution—not bystanders

For school leaders, this is an opportunity to lead with empathy, foresight, and constitutional responsibility.

The Bottom Line

The Supreme Court has drawn a clear line:
menstrual dignity is a right, not a favour.

Schools that act decisively now will not only meet compliance requirements but will also create environments where every student feels safe, supported, and respected—every day of the month.

Education

Beyond the First Bell: 5 Key Takeaways for School Leaders from Economic Survey 2025–26

The Economic Survey 2025–26 signals a definitive pivot in India’s education strategy. While infrastructure goals have largely been met, the focus now shifts to bridging the higher secondary gap and fixing a vocational training deficit that remains under 1%. For school leaders, success is no longer measured by enrolment, but by measurable competencies, digital wellness, and global readiness.

Published

1 week ago

January 30, 2026

Team ScooNews

Economic Survey 2025–26, India education trends, NIPUN Bharat, vocational training India, secondary school retention, school leader insights, NEP 2020 progress

From Access to Outcomes: Education’s New Roadmap

The Economic Survey 2025–26, tabled in Parliament on January 29, 2026, presents an arresting paradox. India has successfully built one of the world’s largest schooling systems—educating 24.69 crore students—yet only six out of ten learners complete higher secondary education.

For school leaders, the Survey’s message is unambiguous: the national focus is shifting from inputs (getting children into school) to impact (ensuring they learn, progress, and stay). What follows are five findings that matter most inside the school gate.

1. The “Leaky Bucket”: Transitioning from Middle to Secondary

While primary enrolment is near-universal (90.9%), the Survey identifies a structural drop-off after Class 8.

Reality check: The Net Enrolment Rate (NER) at the secondary level stands at just 52.2%.

The rural gap: Only 17.1% of rural schools offer secondary education, compared to 38.1% in urban areas. Longer travel distances and higher costs lead to significant transition losses.

What this means for schools:

The Survey strongly backs Composite Schools (K–12 models) to reduce dropout risk.
Schools serving Classes 6–10 should prioritise transition counselling, parent engagement, and academic bridging.

Leader takeaway: Retention, not recruitment, is now the real leadership challenge.

2. Learning Outcomes: The PARAKH Recovery Story

Post-pandemic recovery is visible, particularly in foundational years—but learning quality remains uneven across states and school types.

Encouraging gains:

Grade III Mathematics proficiency has risen to 65%, up from 42% in 2021.

What’s next:

The Survey proposes a PISA-like, competency-based assessment at the end of Class 10, signalling a decisive move away from rote learning.

What this means for schools:

Internal assessments will increasingly need to mirror National Achievement Survey (NAS) benchmarks.
Performance-linked accountability is no longer hypothetical—it is imminent.

Leader takeaway: Assessment literacy will become as important as curriculum delivery.

3. The Skilling Crisis: Addressing the 1%

Perhaps the most candid section of the Survey exposes a stark education–employment mismatch.

The 1% problem: Only 0.97% of students aged 14–18 have received formal institutional skilling.

Structural issue: Education and skilling continue to operate in parallel silos, leaving most learners academically qualified but workplace-unready.

What this means for schools:

Vocational exposure must be embedded within Classes 9–12, not offered as an optional or external add-on.
Partnerships with local industry, NSDC-aligned providers, and apprenticeship platforms will become critical.

Leader takeaway: Schools that integrate skills early will future-proof their students—and their relevance.

4. Digital Exposure: Pedagogy vs. Addiction

In a significant first, the Economic Survey flags digital addiction as a threat to student wellbeing, learning focus, and social capital.

The paradox:

89% of rural youth now have access to smartphones.
75% use them primarily for social media, contributing to sleep deprivation, reduced attention spans, and anxiety.

What this means for schools:

The Survey recommends introducing a Digital Wellness Curriculum, covering:
- Screen-time literacy
- Cyber safety
- Responsible AI and social media use

Leader takeaway: Digital fluency must now include digital restraint.

5. Global Ambitions: Stemming the Student Exodus

India is on track to become the world’s largest source of international students, with outbound numbers expected to reach 18 lakhs by 2025. Yet, international students form just 0.10% of domestic enrolment.

The strategy:

The Survey promotes “Internationalisation at Home”—inviting foreign campuses, enabling joint degrees, and ensuring mutual recognition of qualifications.

Key enablers already in place:

Academic Bank of Credit (ABC)
APAAR IDs (with 2.2 crore already issued)

What this means for schools:

Senior secondary students should be actively guided on credit portability, interdisciplinary choices, and global pathways.

Leader takeaway: Global readiness is no longer optional—it is systemic.

The Bigger Shift: Learning Over Schooling

The Economic Survey 2025–26 makes one thing clear: India’s education mission has entered its second phase. Infrastructure and access have largely been achieved. The next frontier is retention, relevance, and real learning.

For school leaders, success will no longer be measured by enrolment numbers alone, but by:

Meaningful learning outcomes
Student wellbeing and digital balance
Employability and global mobility

The bell has rung. What happens after it now matters more than ever.

Education

What the Indian Army Teaches Our Children Beyond Textbooks

By viewing the Indian Army as a living classroom, I see that true leadership stems from selfless service and integrity, not authority. To me, discipline is freedom—the capacity to make ethical choices and remain resilient under pressure. By fostering teamwork and active patriotism through simple, honest deeds, I believe education can transcend academics. My goal is to develop compassionate, self-confident citizens who view challenges as growth and contribute meaningfully to our nation.

Published

4 weeks ago

January 12, 2026

Sonal Sharma

Real-world values will shape the way students see the world around them and what they value most; such as, the Indian Army serves as a living classroom, teaching students leadership, courage, and selflessness through action. Through the actions of each soldier, a student learns that the most important form of leadership comes from being committed to a purpose that is larger than themselves; that leadership is not defined by one’s authority, but rather by the way each individual serves others, holds to their integrity and is steadfast during the most difficult of times.

Discipline is one of the Army’s greatest lessons, but it is also frequently misinterpreted as control. In reality, discipline is a means to provide freedom: freedom to make ethical decisions, act responsibly, and focus when stressed. This lesson of discipline is an essential lesson for children and will help children achieve their true potential through the routines built to help them grow to become trustworthy individuals.

As soldiers, children acquire many skills and knowledge that help them cope with difficult situations and disappointments. They learn how to work together, trust and support each other And recover from their mistakes. All these lessons work together to help a student learn that disappointment is only a step/stage in life; not the finish line. Whether it be in the classroom or on the playground: teaching children emotional strength, working as part of a team and persevering will prepare children not only for the next exam but for life itself.

Patriotism is an action rather than a word. The example of the Indian Army teaches children that love of nation is shown by simple deeds such as being honest, respectful, disciplined and responsible towards one’s community. Schools can make patriotism a part of daily experience instead of just talking about it.

Education needs to model itself after the Indian Army, if it wants to develop citizens who contribute meaningfully to society, and not just create scholarly students. Schools should develop students into people who are self-confident, compassionate, disciplined, generous, strong in values, and are future leaders that support the growth of their country through their successes.

“Discipline and united action are the real source of strength for a nation.” — Field Marshal Sam Manekshaw

About the Author:
Ms. Sonal Sharma is the Principal, Birla Open Minds International School, Yavatmal . She is passionate about empowering both educators and learners by creating engaging, impactful, and innovative training experiences.

Education

AI to Become a Core Subject from Class 3: India’s Big Leap Toward a Future-Ready Generation

Published

3 months ago

October 31, 2025

Team ScooNews

India to introduce Artificial Intelligence and Computational Thinking from Class 3 onwards under NEP 2020, preparing students for a future-ready, digital world.

In a landmark move to make India’s school system future-ready, the Department of School Education & Literacy (DoSE&L), Ministry of Education, has announced that Artificial Intelligence (AI) and Computational Thinking (CT) will be introduced as part of the school curriculum from Class 3 onwards, beginning in the academic year 2026–27.

The initiative marks a major step in preparing students for an AI-driven world, ensuring early exposure to technological literacy, ethics, and problem-solving. The curriculum, currently being developed through a consultative process with CBSE, NCERT, KVS, NVS, and States/UTs, will fall under the National Curriculum Framework for School Education (NCF-SE) 2023, in alignment with the National Education Policy (NEP) 2020.

A stakeholder consultation held on 29th October 2025 brought together education leaders, including Prof. Karthik Raman from IIT Madras, who heads the CBSE expert committee responsible for shaping the AI & CT curriculum. The focus is on designing a meaningful, inclusive framework that integrates AI not as an advanced elective but as a foundational skill — comparable to literacy and numeracy in importance.

Shri Sanjay Kumar, Secretary, DoSE&L, emphasised that AI education should be viewed as a universal skill closely linked to real-world applications. “Every child’s distinct potential is our priority. Policymakers must define minimum thresholds and evolve them with changing needs,” he said. He also stressed on teacher training as the backbone of successful implementation, with modules under NISHTHA, and resource materials being prepared by NCERT and CBSE.

The Ministry plans to release AI handbooks and digital resources by December 2025, followed by a grade-specific rollout supported by video-based learning materials and structured training.

By embedding AI education from the foundational years, India aims to nurture a generation that understands, creates, and applies technology ethically — transforming the vision of AI for Public Good into everyday classroom reality.

Education

Dharav Utsav to Celebrate Rajasthan’s Cultural Heritage and Local Talent

Published

3 months ago

October 28, 2025

Team ScooNews

Dharav High School announces Dharav Utsav in Jaipur, a festival celebrating Rajasthan’s art, culture, and local talent

Dharav High School, Ajmer Road, is set to host Dharav Utsav on November 21–22, a two-day cultural festival that will showcase Rajasthan’s rich artistic legacy, traditional craftsmanship, and creative expression. Conceptualised under the vision of Ms. Devyani Jaipuria, Chairperson of Dharav High School and leader of RJ Corp’s education initiatives, the festival aims to honour Rajasthan’s heritage while creating a vibrant space for artisans, performers, and young minds.

The event will feature a wide range of cultural experiences — from local crafts and cuisine to live performances by singers, poets, and entrepreneurs. More than a cultural showcase, Dharav Utsav is envisioned as a platform that bridges tradition and modern creativity, providing local talent the visibility it deserves on national and global stages.

“Rajasthan is among the most culturally rich and diverse states in India, with traditions dating back centuries,” said Devyani Jaipuria, Chairperson of Dharav High School. “The Dharav Utsav is designed to celebrate the state’s artistic heritage while promoting community participation. Visitors will experience local crafts, food, and customs — all while supporting the artisans and creators who sustain them.”

Dharav High School, part of RJ Corp, a three-decade-old diversified conglomerate with interests in education, F&B, healthcare, and retail, has been active in empowering over 22,000 underprivileged children through initiatives such as Shiksha Kendra and Pravah Skill Development Centre. All proceeds from the Utsav will go toward these CSR programmes, reinforcing the school’s long-standing commitment to social impact.

The festival will include a literary segment with eminent authors and conclude with a musical evening. Local craftsmen, artisans, small businesses, and food vendors have been invited to set up stalls, promoting entrepreneurship and regional talent. The organisers have also extended invitations to schools across Jaipur to participate, encouraging students and educators to engage with Rajasthan’s living heritage.

Looking ahead, Dharav Utsav aspires to grow into a premier cultural festival, strengthening its role in preserving and celebrating Rajasthan’s identity while fostering collaboration across creative and educational communities.

Education

How to Build Better Parent-Teacher Communication

Published

4 months ago

October 24, 2025

Chitra Khanna

Discover practical tips to improve parent-teacher communication and build strong partnerships (Image Source- Pexels/Karola G)

Good communication between parents and teachers plays an important role in a child’s learning and confidence. When both stay connected, it helps students feel encouraged and understood. Still, it’s not always easy to keep that connection strong. Busy schedules and small misunderstandings can make things tricky. The good news is that a few simple habits can make a real difference. Let’s examine what parent-teacher communication truly entails and how both parties can collaborate more effectively.

What is Teacher and Parent Communication?

Teacher and parent communication is all about staying connected and working together for a child’s growth. It’s not just a one-time meeting or message but a continuous, two-way exchange of updates, ideas, and feedback. When teachers and families stay in touch regularly, it creates a strong support system that helps students do better both in and outside the classroom.

In simple terms, teachers share what’s happening at school, like:

Homework and assignments
Grades and test results
Class activities and behavior updates
Social and emotional progress
Strengths and areas where a student might need extra help

At the same time, parents share what’s happening at home, such as:

How the child feels about schoolwork
Any challenges or changes they’ve noticed
Questions or suggestions about learning support

When both sides keep the communication open, it builds trust and teamwork. Teachers understand students better, and parents feel more involved in their child’s education.

Tips for Smooth Parent-Teacher Communication

Talking to parents doesn’t have to feel formal or uncomfortable. In fact, the better your connection with them, the smoother your teaching journey becomes. Whether you’re reaching out for the first time or trying to keep the conversation going, here are some real-world ways to build trust and keep communication easy, clear, and helpful.

1. Begin with a Friendly Introduction

Right at the beginning of the academic year, take a moment to introduce yourself to parents. You can send a friendly email, a printed note, or even a short video message. Let them know who you are, what you’re excited about, and how they can reach you. This early step breaks the ice and helps parents feel welcome and included in their child’s learning journey. When you set a positive tone early, it makes future communication easier and more comfortable for everyone.

2. Communicate Often, Not Just When There’s a Problem

Don’t let communication only happen during parent-teacher conferences or when something goes wrong. Send regular updates about what’s happening in class, upcoming events, or even small successes their child has had during the week. These don’t need to be long messages. A quick note about a student’s progress or behavior can make a parent’s day and help build trust over time. It also shows that you’re not just reaching out when there’s a problem.

3. Invite Their Voice, Too

Sometimes we forget that parents know their child better than anyone else. Ask questions. How does their child learn best at home? Are there any routines or challenges you should know about? And when they speak, listen fully. These conversations often reveal things that can shape how you teach and connect with the student.

4. Be Available and Approachable

Parents need to know that they can come to you when something is on their mind. That doesn’t mean being available 24/7, but it does mean creating space for honest conversations. You can let them know about your preferred times for calls or meetings, and also offer virtual options if in-person isn’t possible. Make sure the tone of your communication is always warm and non-judgmental so they feel safe speaking up.

5. Treat Parents as Team Members, Not Outsiders

Instead of just delivering information, try to involve parents as partners in their child’s learning. Share ideas for how they can help at home, ask for their observations, and thank them for their efforts. If there’s a behaviour issue or academic challenge, work with them on solutions instead of just reporting the problem. A strong home-school partnership creates a consistent support system for the student, both inside and outside the classroom.

6. Show Cultural Awareness and Respect

Families come from many different backgrounds, and their expectations may vary. Take the time to learn about their culture, language preferences, and family structure. Avoid making assumptions or using language that might feel exclusive. If needed, provide translations or simplify your communication to make sure everyone understands. This small effort shows parents that you value who they are and where they come from.

7. Share Progress in a Way That’s Clear and Supportive

Progress updates should be balanced. Yes, it’s important to point out what’s not working, but don’t forget to highlight what is. Give specific examples instead of vague praise or criticism. Say things like, “I’ve noticed Priya really lights up during science experiments,” or “Rohan is still working on staying focused during group tasks.” This kind of feedback feels personal and helps parents understand the full picture.

8. Choose the Right Tools for the Right Message

Too many apps or tools can overwhelm parents quickly. Choose one or two that you’ll stick to, whether it’s a school app, WhatsApp group, or weekly email. Use them for quick updates, reminders, or sharing student wins. Keep your tone casual but clear. Tech is helpful only when it makes life easier for both sides.

9. Respect Their Time and Yours

Teachers and parents are both juggling busy schedules. Respecting each other’s time helps keep communication productive and stress-free. If you’re scheduling meetings, offer time slots that work for working parents, too. Keep conversations focused so that meetings don’t run longer than necessary. Also, set clear boundaries about when you’re available.

When Is Parent-Teacher Communication Most Important?

Parent-teacher communication matters most right at the start of preschool. That first day of preschool is a big moment for every child and their family. When teachers and parents talk openly from day one, it helps everyone feel more comfortable and sets up a strong partnership for the rest of the year.

Why It Matters on Day One

The first day of preschool often brings a mix of excitement and nervousness for both kids and parents. Honest communication helps everyone feel a little more comfortable.
Open communication lets teachers learn about each child’s background, interests, and any worries or comforts. This way, teachers can give more personalized care and support from the beginning.
Early conversations help build a sense of trust between home and school, making the classroom feel like a safe and welcoming place for the child.
When teachers share classroom routines and expectations with parents on the first day, it helps families get ready and feel involved in their child’s new experience.
These early talks also give teachers helpful details, like which languages are spoken at home, special family traditions, or any recent changes in the child’s life. This helps teachers communicate better and offer the right kind of support.

By making communication a priority from the very first day, both teachers and parents can work together to help each child settle in smoothly and feel confident as they start their schooling journey. Building strong parent-teacher teamwork not only supports a child’s emotional well-being but also lays the foundation for long-term academic success.

Closing Thoughts

We hope these tips help make your conversations with parents smoother and more meaningful. Building that connection takes time, but small efforts can lead to strong partnerships.

This article is authored by-

Chitra Khanna,
Content Strategist,
KLAY Preschools & Daycare

Education

Beyond the Syllabus: School Teachers’ Insights on Project-Based Learning

Published

4 months ago

October 17, 2025

Padmashini M Patro

Project-Based Learning also changes the role of the teacher, who went from being the sole source of knowledge to a guide who supports inquiry and exploration. (Image Source- Pexels)

How classroom experiences are being reshaped through projects, inquiry, and authentic learning

As the classroom grows beyond the boundaries of textbooks and blackboards, so too does the role of the teacher, and the very meaning of learning. Project-Based Learning (PBL), once considered a niche innovation, is increasingly being embraced by educators across schools in India. But what happens when PBL moves from theory to practice?

To answer this, we turned to the people at the heart of the learning experience: teachers.
In conversations with educators from diverse school contexts, one theme was clear: PBL is not just a teaching strategy; it’s a transformation in how students learn, engage, and grow.

From Worksheets to Real-World Work: How PBL Differs from Traditional Homework

One of the clearest contrasts teachers observed was how PBL moves learning from repetition to relevance. Traditional homework often reinforces information through rote exercises. PBL, by contrast, asks students to apply their knowledge to solve problems, create products, or investigate issues that matter to them.

One teacher shared how using PBL to raise student awareness about water pollution was a hit in the class. Instead of just assigning problems, the students were made to create awareness posters, conduct surveys in their neighbourhood, and suggest solutions through group presentations. The teacher also noted how the students took the lead, and had an ownership over this project that they usually don’t showcase.

The shift from repetition to application fosters deeper engagement. Several teachers noted that students who previously struggled to stay motivated with homework showed renewed interest when asked to take on real-world challenges.

Changing Roles: Teachers as Facilitators, Not Just Instructors

Project-Based Learning also changes the role of the teacher, who went from being the sole source of knowledge to a guide who supports inquiry and exploration.

One common change teachers noticed was on how they had to let go of control in the classroom. Naturally, the students now had to work on projects on their own, and could only come to the teacher for guidance and help. The teachers noted that they helped their students ask the right questions, find credible sources, and evaluate their work, instead of completely placing the burden of learning on the teacher themselves.

This change isn’t always easy. It requires a shift in mindset and in many cases, rethinking how time is used in class. But most teachers agree: the shift is worth it. PBL has encouraged interdisciplinary approaches, made space for collaborative learning, and created more meaningful student-teacher interactions.

Unlocking Student Potential: What PBL Offers Beyond Academics

Academic performance remains important, but a lot of teachers repeatedly pointed out that PBL nurtures a broader set of skills, like critical thinking, collaboration, communication, and creativity. One teacher particularly noted on how their quietest students became ‘leaders’, and became outspoken when it came to presenting their ideas and projects. While not directly, PBL helped these students find their voices, and find confidence in their effort and abilities.

Students learn to manage time, negotiate roles, and solve problems, skills that aren’t always reflected in exam scores but are vital for life beyond school. For many teachers, the most rewarding aspect of PBL was watching students take initiative, work through failure, and reflect on their learning.

Widening the Circle: Strategies for Scaling PBL in More Classrooms

While the benefits are clear, teachers acknowledged that implementing PBL at a large scale comes with challenges, like limited time, rigid curriculum structures, and unfamiliarity among teachers.

They offered a few practical suggestions for schools and educators considering wider adoption:

Start Small and Build Confidence: Starting with short projects aligned to the unit you are already teaching introduces PBL in an easy manner. This way, teachers do not have to worry about overhauling their curriculum, or for making huge changes to their current teaching methods.
Encourage Collaboration Among Teachers: Joint planning across subjects makes projects richer and more integrated. This also promotes interdisciplinary skills among students, and allows them to craft solutions using different subjects and skillsets.
Make Time for Reflection: Embedding opportunities for students to present, critique, and reflect helps solidify learning. By reflecting on their projects and mistakes, they can understand how they can improve their approach to PBL.
Support Professional Development: Teachers emphasized the need for ongoing training, not just one-off workshops but long-term spaces for peer sharing and mentorship. This continuous development would cement and solidify the methods and outcomes that will maximise using PBL for student benefits

Looking Ahead: Redefining Success in Education

PBL challenges traditional ideas of what learning looks like. It pushes students to move beyond memorization, and it challenges teachers to rethink their methods. But more than anything, it opens up the classroom to ideas, to communities, and to possibilities. No longer are students just preparing for exams, but also for the complex world outside school.

As educators continue to navigate the changing landscape of education, the insights from teachers point us toward a hopeful future, where learning is meaningful, relevant, and rooted in real-world experience.

This article is authored by Mrs. Padmashini M Patro, Principal, Air Force School Bamrauli

Education

Over 1 Lakh Single-Teacher Schools Educate 33 Lakh Students Across India: MoE Data

Published

4 months ago

October 16, 2025

Team ScooNews

Over 1 lakh schools in India are run by a single teacher, educating 33 lakh students, reveals Ministry of Education data.

India’s education system continues to face a complex challenge — the prevalence of single-teacher schools. According to the Ministry of Education’s data for the 2024–25 academic year, more than 1,04,000 schools across the country are operated by just one teacher, collectively catering to over 33.7 lakh students. This translates to an average of 34 students per school, highlighting a pressing gap in teacher availability despite ongoing reforms under the Right to Education Act (RTE).

The data, reported by The Indian Express, shows that Andhra Pradesh leads the country with 12,912 single-teacher schools, followed by Uttar Pradesh (9,508), Jharkhand (9,172), Maharashtra (8,152), and Karnataka (7,349). Smaller regions such as Lakshadweep and Madhya Pradesh each report 7,217 such schools. In stark contrast, Delhi has only nine, while Puducherry, Ladakh, Dadra and Nagar Haveli and Daman and Diu, and Chandigarh report none.

In terms of student enrolment, Uttar Pradesh again tops the list with 6.24 lakh students, followed by Jharkhand (4.36 lakh), West Bengal (2.35 lakh), Madhya Pradesh (2.29 lakh), and Karnataka (2.23 lakh). The data also revealed wide disparities in the average number of students per single-teacher school. While Chandigarh (1,222 students) and Delhi (808 students) reported high averages, remote and hilly regions like Ladakh (59), Mizoram (70), and Meghalaya (73) reported much smaller class sizes.

Officials from the Ministry noted that while the total number of single-teacher schools has decreased from 1,18,190 in 2022–23 to 1,10,971 in 2023–24, the situation still calls for urgent intervention. The reduction, roughly six per cent year-on-year, has been achieved through a process of school mergers and rationalisation—a policy aimed at consolidating under-enrolled schools and redeploying teachers more efficiently.

A senior ministry official explained, “Single-teacher schools hinder the teaching-learning process. Efforts are being made to redeploy teachers from schools with zero student enrolment to single-teacher schools to ensure optimal teacher availability.” The official also added that states are working to maintain the RTE-mandated pupil-teacher ratio of 30:1 in primary schools and 35:1 in upper primary levels, though challenges persist in rural and remote areas.

As India works toward achieving the goals of Viksit Bharat 2047, addressing such foundational gaps in human resources remains crucial. Ensuring that every classroom has an adequate number of qualified teachers is not just a logistical challenge—it is central to improving learning outcomes and restoring balance to the public education system.

(With PTI inputs)

Education

Over 3 Lakh Schools Join Hands for India’s Largest-Ever Innovation Challenge: Viksit Bharat Buildathon 2025

Published

4 months ago

October 14, 2025

Dhruv Chhabra

Over 3 lakh schools participate in India’s largest-ever innovation challenge, Viksit Bharat Buildathon 2025

In a historic moment for Indian education, more than 3 lakh schools across the country came together to participate in the Viksit Bharat Buildathon (VBB) 2025, the largest live school innovation challenge ever organised in India. The nationwide event was inaugurated in New Delhi by Union Education Minister Dharmendra Pradhan, marking a significant milestone in the Government’s efforts to embed creativity, innovation, and problem-solving into the school ecosystem.

The Viksit Bharat Buildathon, organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission (AIM), NITI Aayog, and AICTE, saw over one crore students from Classes 6 to 12 working simultaneously during a 120-minute live innovation session. Students teamed up in groups of three to five to design prototypes and propose solutions under four themes — Atmanirbhar Bharat, Swadeshi, Vocal for Local, and Samriddhi.

While inaugurating the event, Minister Pradhan interacted virtually with students of PM SHRI Government High School, Khorda, Odisha, and later visited Delhi Public School, Mathura Road, and Kendriya Vidyalaya No. 2, Delhi Cantt. Commending students for their creativity, he said, “The vision of Viksit Bharat will be realised through the innovative spirit of our young learners. These ideas will not only address domestic challenges but also create global models for change.”

The event drew widespread participation, with Uttar Pradesh leading the numbers (78,206 schools), followed by Maharashtra (41,198), Gujarat (20,017), and Madhya Pradesh (18,129). Other states like Tamil Nadu (16,370), Bihar (15,732), Odisha (12,344), and Haryana (11,567) also recorded impressive engagement, showing the growing momentum for grassroots innovation across regions. Even smaller territories like Ladakh (358), Puducherry (149), and Andaman & Nicobar Islands (171) participated actively, reflecting the nationwide reach of the initiative.

According to Sanjay Kumar, Secretary, DoSEL, this unprecedented participation signals a transformation in how Indian students approach learning. “This one-of-a-kind movement strengthens innovative thinking and enhances the problem-solving capabilities of students across India,” he said. Deepak Bagla, Mission Director of AIM, called the initiative a “mass movement connecting schools in remote villages with those in metropolitan cities through innovation.”

A New Chapter for Indian Education

The Viksit Bharat Buildathon signifies more than just a hackathon — it reflects a systemic shift in Indian education towards experiential and innovation-led learning. As schools across the country engage in design thinking, tinkering, and collaboration, students are being equipped not just with knowledge, but with the mindset and skills needed to build a self-reliant India.

By nurturing creativity from an early age and fostering partnerships between schools, government bodies, and industry, the Buildathon is shaping a generation ready to contribute to the vision of Viksit Bharat 2047 — a developed, empowered, and innovation-driven India.

Education

17-year-old Innovator Designs Learning Tools for the Visually Impaired

Published

4 months ago

October 13, 2025

Team ScooNews

17-year-old Innovator Ameya Meattle Designs Learning Tools for the Visually Impaired

At just 17, Singapore-based student Ameya Meattle is proving that age is no barrier to impact. What began as a small idea to make education more accessible has evolved into a mission that is transforming how visually impaired learners experience learning and skill development.

Ameya founded Earth First at the age of 14 — a social enterprise that helps visually impaired individuals “earn and learn” by creating sustainable, eco-friendly products. Working with eight NGOs across India and Singapore, the initiative has trained more than 100 visually impaired students and launched over 23 sustainable product lines, from tote bags and jute placemats to macramé planters. Each design is adapted to provide hands-on learning opportunities and help trainees gain confidence in both craft and enterprise.

Beyond social entrepreneurship, Ameya has focused deeply on education and technology. He led a Python programming course for 50 visually impaired students, designing custom training modules that made coding accessible through screen readers and tactile tools. By introducing technology as a viable career pathway, Ameya hopes to help students move from manual tasks to high-skill, digital opportunities.

His work also extends into assistive technology research. Under the mentorship of Dr. Pawan Sinha at MIT, Ameya developed a VR-based diagnostic game to assess visual acuity in children — turning the process into an interactive experience rather than a clinical test. The tool is being piloted at MIT’s Sinha Lab and with Project Prakash in India, helping doctors evaluate and track visual development before and after eye surgeries.

In addition, during his internship at the Assistech Lab at IIT Delhi, Ameya worked on designing tactile STEM teaching aids, such as accessible periodic tables and coding tutorials for visually impaired learners. His goal, he says, is not just to innovate but to make scientific learning inclusive and joyful for all.

Ameya’s work highlights how education, empathy, and innovation can intersect to create a more equitable future — one where technology serves not just progress, but people.