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.
YB Chavan Auditorium became a hub of creativity as Kala Ka Karawaan, an initiative by Salaam Bombay Foundation, provided students from Mumbai’s municipal and government aided schools with a platform to showcase their artistic and media skills on February 20, 2025. The event highlighted the transformative impact of arts education through performances, exhibitions, and interactive stalls.
A key highlight was the exhibition by students from the Arts Academy, where paintings, photography, and digital artwork captured various facets of Indian culture. Visitors also engaged with students at interactive stalls that showcased photography, filmmaking, podcasting, and magazine writing, demonstrating the skills they had honed through the Media Academy.
Theatre and dance performances brought another dimension to the event, as students expressed themselves through movement and dialogue, addressing real-world issues and their lived experiences.
The event also featured alumni who have successfully turned their training into professional careers. Priti Singh, an Arts Academy alumnus, displayed her latest paintings. Sagar Kanojia, a former dance student, returned as a choreographer, and Kushal Mahale, now a professional photographer and video editor, presented his portfolio. Their journeys exemplify how skill-based education can create real career opportunities.
Speaking about the event, Rajashree Kadam, Senior Vice President (Arts and Media), Salaam Bombay Foundation, said, “Kala Ka Karawaan demonstrates that if students from economically and socially disadvantaged backgrounds are given the right education and opportunities, they can achieve extraordinary success. Our programmes align with the National Education Policy (NEP) 2020, which not only promotes vocational training and creativity but also highlights the significant role of training in arts and culture in students’ holistic development. This event underscores the importance of integrating arts and media into mainstream education.”
Renowned theatre director Jeff Goldberg shared his thoughts, “The confidence, talent, and storytelling skills these students possess are incredible. Arts education is not just about skill-building but also about giving young people a voice. Salaam Bombay Foundation is doing a phenomenal job ensuring that students from municipal schools get these opportunities.”
Bhushan Gagrani, BMC Commissioner, added, “Students in Mumbai’s municipal schools have immense potential. Organisations like Salaam Bombay Foundation prove that, with the right platforms, they can excel in fields beyond traditional academics. We must continue to invest in arts education and skill-based learning for a brighter future.”
The United States is undergoing a major shift in its education policy under President Donald Trump’s administration, with a plan to abolish the US Department of Education through an executive order. This move has sparked widespread fear and uncertainty among education professionals in the US, with experts arguing that it could have far-reaching implications—not just for America but for global education, including India.
What’s Happening in the US?
The Trump administration’s education policies have long been focused on decentralisation—moving decision-making power from the federal government to individual states. The latest effort aims to dismantle the Department of Education altogether, returning full control of education to state governments.
A report by The Guardian describes the panic among Department of Education employees, who fear losing their jobs as federal funding for education faces imminent cuts (source). The department currently supports around 7.5 million students with disabilities and provides critical funding to Title I schools, which cater to over 26 million children living in poverty. The proposed shutdown could mean an end to federal oversight of educational equity, potentially worsening disparities in access to quality education.
The administration has also issued directives eliminating Diversity, Equity, and Inclusion (DEI) initiatives in federally funded schools, warning that failure to comply could result in the loss of funding for essential services such as student loans, free lunch programs, and special education support (source).
Why Does This Matter Beyond the US?
America’s education policies often set a global precedent, influencing trends in international education, research collaborations, and student exchange programs. If the US withdraws from actively shaping global education policies, it could create a ripple effect on countries, including India, where millions aspire to study in American universities.
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Funding Cuts Could Impact Indian Students Studying in the US
- The US is the top destination for Indian students, with nearly 200,000 Indian students enrolled in American universities in 2024.
- If Trump’s administration cuts federal student loan programs, the financial burden on international students could increase.
- Scholarship opportunities, particularly for students from disadvantaged backgrounds, could shrink significantly.
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Loss of DEI Programs Could Make US Universities Less Inclusive for Indian Students
- The directive to eliminate diversity and inclusion programs from federally funded institutions could reduce support services for Indian and other international students.
- Many Indian students rely on DEI initiatives that offer mentorship, career guidance, and cultural adaptation programs.
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Impact on Higher Education Partnerships
- India has multiple research collaborations with US universities in fields like AI, healthcare, and climate science.
- A weakened Department of Education may reduce funding for research collaborations, impacting Indian researchers working in the US.
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Could India See a Similar Shift in Education Policy?
- India is currently in a phase of educational reform, with the National Education Policy (NEP) 2020 emphasising equitable access to education.
- If the US reduces investment in public education, there’s concern that other nations, including India, may deprioritise education spending in the long run.
Who Will Be Affected the Most in India?
The biggest impact of the US education shake-up could be felt among economically weaker students and marginalised communities in India.
- Indian students from lower-income backgrounds aiming for US education could struggle with financial aid.
- Institutions collaborating with US universities may see a decline in research funding.
- Public education in India, which already faces funding constraints, might suffer if government priorities shift away from long-term investment in education.
A Step Back for Global Education?
Education has long been seen as the great equaliser, but dismantling federal oversight on education in the US may widen inequalities, not just within America but worldwide. The Time Magazine report on the history of US education policies (source) shows that education reforms have often been tied to social equity movements. Removing this federal framework could reverse decades of progress in education equality.
Experts argue that international collaboration is key in shaping future-ready education systems. However, if the US retracts its role in funding and regulating equitable education, it might push other nations towards privatisation and deregulation, creating greater disparities in access to quality learning.
What Next?
For Indian students, parents, and educators, this is a moment of introspection and advocacy. As the US undergoes these drastic changes, India must ensure that:
- Financial support structures remain intact for Indian students aspiring to study abroad.
- Global research collaborations continue, even if funding sources shift.
- Domestic education policies remain focused on equitable access, rather than mirroring privatisation trends.
The US education system has long served as a benchmark for excellence, but its current trajectory raises concerns for students worldwide. For Indian students looking towards the US for higher education, the road ahead could be more uncertain than ever.
In a bid to curb bullying and ragging in schools, the Kerala General Education Department is set to introduce anti-ragging cells across educational institutions in the state. This initiative comes in response to persistent concerns over student safety and well-being in schools.
General Education Minister V Sivankutty announced that senior officials are preparing a proposal to implement anti-ragging cells in every school. This step aims to reinforce the existing disciplinary committees and protection groups to ensure a more structured and effective response to bullying.
“Through disciplinary committees and protection groups already exist in schools across the state, the practices like ragging have yet to be completely rooted out. Therefore, the General Education Department is considering setting up anti-ragging cells in every educational institution in the state,” Sivankutty said.
A committee of senior officials from the General Education Department will be formed to study and propose the structure and functioning of these cells before implementation. The minister added that these anti-ragging cells should also instil a sense of responsibility and respect among students, shaping their approach towards peer interactions in both school and higher education.
Emphasising the importance of a healthy student-teacher relationship, the minister said that children should feel comfortable sharing their issues with their teachers. He reiterated that open communication between students and educators is essential in addressing concerns and creating a safe and inclusive school environment.
With bullying and ragging remaining a major issue in schools and colleges, Kerala’s initiative could set a progressive precedent for other states. The introduction of anti-ragging cells aims to foster respect, safety, and well-being among students while strengthening institutional support systems.
(With Inputs from PTI)
Prime Minister Shri Narendra Modi kick-started the 8th edition of Pariksha Pe Charcha 2025, an annual initiative aimed at helping students navigate exam stress and academic pressure with confidence. Breaking away from the conventional Town Hall format, the first episode took place at the serene Sunder Nursery in New Delhi on 10th February 2025, bringing together 36 students from across India for a highly interactive session.
The Prime Minister covered essential topics such as Nutrition and Wellness, Mastering Pressure, The Art of Leadership, 360° Growth Beyond Books, and Finding Positives in Challenges. The session encouraged students to adopt a growth mindset and focus on holistic learning rather than just academic success.
A Star-Studded Line-Up to Guide Students Beyond Academics
As part of the revamped edition of Pariksha Pe Charcha, the government has roped in eminent personalities from diverse fields—including sports stars, entertainment icons, business leaders, and education experts—to engage with students in a series of insightful episodes. The sessions are designed to equip students with practical strategies, inspire them to take on challenges, and instil confidence ahead of their exams.
With five episodes aired so far, Pariksha Pe Charcha 2025 has seen engaging conversations with Sadhguru, Deepika Padukone, Technical Guruji (Gaurav Chaudhary), Radhika Gupta, and leading nutrition experts like Rujuta Diwekar, Shonali Sabherwal, and Revant Himatsingka (Food Pharmer).
Sadhguru on Overcoming Exam Stress with Mindfulness
In the fifth episode (14th February 2025), Sadhguru engaged students in a free-flowing conversation on the importance of mindfulness in tackling exam-related stress and overcoming life’s challenges.
Sharing his observations, Sadhguru highlighted the increasing number of children suffering from stress-induced health complications due to exam pressure. He emphasised that education is not just about exams, but about gaining access to life itself. He advised students to keep their intelligence in ‘dynamic mode’ and view education as a stepping stone to broader life experiences.
Sadhguru also introduced students to Nada Yoga, demonstrating three basic sounds and encouraging them to practise the technique for seven minutes every morning to improve focus and emotional well-being.
His advice on limiting smartphone usage to maintain concentration and balance in daily life was particularly well received by the students.
Deepika Padukone on Mental Health and Resilience
In the second episode (12th February 2025), Bollywood star Deepika Padukone interacted with 60 students, sharing her personal journey with mental health. She spoke about the importance of acknowledging mental health challenges and seeking support, emphasising that dealing with these issues can be empowering rather than a sign of weakness.
As a vocal advocate for mental health awareness, Deepika’s insights encouraged students to openly discuss their struggles and adopt positive coping mechanisms.
Technical Guruji and Radhika Gupta on AI & Emerging Technologies
In the third episode (13th February 2025), popular tech influencer Gaurav Chaudhary (Technical Guruji) and Edelweiss Mutual Fund MD & CEO Radhika Gupta introduced students to the fundamentals of Artificial Intelligence (AI) and Machine Learning (ML).
The session focused on the real-world applications of AI, including ChatGPT and AI image-generation tools. The speakers encouraged students to embrace AI-driven learning, explore technological advancements, and build future-ready skills.
Nutrition Experts on Exam Diets & Healthy Living
On 14th February 2025, renowned nutritionists Shonali Sabherwal, Rujuta Diwekar, and Revant Himatsingka (Food Pharmer) interacted with students about the critical role of nutrition in staying stress-free and energised during exams.
The session covered:
- The best brain foods for students
- How to maintain energy levels while studying
- The dangers of excessive caffeine and junk food consumption
- Simple diet changes to improve focus and concentration
Students walked away with actionable tips on maintaining a balanced diet during exam season, ensuring their physical and mental well-being.
A Transformative Initiative for Student Well-Being
With Pariksha Pe Charcha 2025, the Indian government continues to reinforce the importance of holistic development, stress management, and lifelong learning. By inviting leaders from various fields, the initiative ensures that students receive multi-dimensional guidance—not just on academics, but also on mental health, leadership, technology, and well-being.
As students gear up for their exams, these insightful sessions serve as a powerful reminder that success is not just about marks—but about resilience, adaptability, and a well-rounded approach to life.
In a heartwarming recognition of dedication and innovation in education, Saudi Arabian teacher Mansour bin Abdullah Al-Mansour has been awarded the prestigious $1 million GEMS Education Global Teacher Prize. Announced at the World Governments Summit in Dubai, the award celebrates Al-Mansour’s transformative work in empowering students from low-income families, including hundreds of gifted orphans, and his 3,000+ hours of community service.
Al-Mansour, a teacher at Prince Saud bin Jalawi School in Al-Ahsa, has spent over two decades uplifting students facing academic challenges, disabilities, and financial hardships. His efforts include establishing mentorship programmes, innovation incubators, and financial literacy initiatives, enabling students to achieve global recognition. Notably, he plans to use the prize money to build a school for talented orphans, furthering his mission to provide quality education to underprivileged children.
(Image: Mansour Al Mansour- 2025 Global Teacher Prize Winner)
Beyond the classroom, Al-Mansour has authored 21 educational books, trained over 300 educators, and led literacy programmes for prison inmates, helping reduce sentences for some. His work has earned him accolades as an international ambassador for educational excellence.
The Global Teacher Prize, now in its ninth year, recognises exceptional educators who make a profound impact on their communities. Al-Mansour was selected from over 5,000 nominations across 89 countries, joining a prestigious list of global educators.
Sunny Varkey, Founder of the Global Teacher Prize, praised Al-Mansour’s “passion, dedication, and the life-changing power of education.” Stefania Giannini, UNESCO Assistant Director-General for Education, highlighted the importance of investing in teachers to build a sustainable future.
As the world faces challenges like inequality and climate change, Al-Mansour’s story serves as a beacon of hope, reminding us of the transformative power of education and the unsung heroes shaping our future.
In an exciting initiative for young nature enthusiasts, Early Bird and Ataavi Bird Foundation are set to organise special bird walks for children during the Great Backyard Bird Count 2025. Scheduled for February 15th and 16th, 2025, these walks will take place in eight Indian cities: Bengaluru, Dimapur, Halol, Jaipur, Mangaluru, Ranchi, Trivandrum, and Ujjain.
Designed for children aged 9 to 13 years, the bird walks aim to nurture curiosity about birds and their habitats, providing an engaging introduction to birdwatching. Led by experienced nature educators, the sessions will help children identify different bird species, understand their behaviours, and develop a deeper appreciation for local biodiversity.
The Great Backyard Bird Count is a global citizen science initiative where birdwatchers of all ages observe and document bird species in their surroundings. The data collected contributes to worldwide studies on bird populations and helps scientists track migration patterns and conservation needs. This year, Early Bird is organising dedicated children’s walks as part of this initiative, encouraging young learners to explore nature firsthand.
Early Bird is a learning programme that brings children closer to birds and nature. The programme has impacted more than 3 lakh children throughout its 10-year existence. This is through the distribution of innovative educational materials on Indian birds, available in 10 Indian languages, besides English. Early Bird is a part of the Nature Conservation Foundation (NCF), a 28-year-old public charitable trust set up to contribute to the knowledge and conservation of India’s unique wildlife heritage.
Previous bird walks led by Early Bird’s expert educators have received enthusiastic responses. A parent from the Goa Walk 2024 shared, “Such an unbelievable and mesmerising variety of birds! Thank you for revealing these treasures in our everyday landscape!”
The event will take place at key nature spots in each city, including Avalahalli Lake (Bengaluru), Vadatalav Lake (Halol), Kishan Bagh Sand Dunes Park (Jaipur), and Akkulam Lake (Trivandrum). Partner organisations such as Coastal Karnataka Bird Watchers Network (CKBWN), Eco Warriors, Prakriti, and COCOON will collaborate to ensure an enriching experience for all participants.
Event Details
| City | Location | Partner Organisation | Date & Time |
|---|---|---|---|
| Bengaluru | Avalahalli Lake | – | 15 Feb 2025, 7:30 AM – 9:00 AM |
| Dimapur | PWD, Forest Colony Complex | Eco Warriors | 16 Feb 2025, 7:30 AM – 9:30 AM |
| Halol | Vadatalav Lake | COCOON | 16 Feb 2025, 7:30 AM – 9:30 AM |
| Jaipur | Kishan Bagh Sand Dunes Park | Prakriti | 16 Feb 2025, 7:30 AM – 9:30 AM |
| Mangaluru | NITK Campus, Surathkal | CKBWN | 16 Feb 2025, 7:30 AM – 9:30 AM |
| Ranchi | Jonha Park, Koynardih | Keystone Foundation | 16 Feb 2025, 7:30 AM – 9:30 AM |
| Trivandrum | Akkulam Lake | – | 16 Feb 2025, 7:30 AM – 9:30 AM |
| Ujjain | Triveni Eco Park | – | 16 Feb 2025, 7:30 AM – 9:30 AM |
How to Register
Registrations for the bird walks are now open. Interested participants can sign up at https://bit.ly/8cities8walks. Slots are limited and will be filled on a first-come, first-served basis.
This initiative provides a rare opportunity for students to engage with nature, learn about India’s diverse bird species, and contribute to an international conservation effort.
The IB PYP curriculum is structured to support an inquiry-based approach, guided by empathy, kindness, and the concept of the “power of yet,” which fosters validation within a safe, non-judgmental space. While physical safety is crucial, emotional safety is equally important. This emotional safety must first be nurtured within the individual, who then becomes the facilitator, replicator, and enabler of such an environment. As a result, the curriculum extends beyond a mere written framework; it is a living approach—one that nurtures a culture of coexisting ideas, fostering both personal growth and collaborative learning
So what is this “Power of Yet?”
The “power of yet” is a concept popularized by psychologist Carol Dweck, rooted in the growth mindset theory. It refers to the belief that abilities and intelligence can be developed through effort, perseverance, and learning. When someone says “I can’t do this,” the “power of yet” suggests adding “yet” to the statement—
“I can’t do this yet.” This small shift helps to reframe challenges as opportunities for growth rather than fixed limitations. It encourages a mindset where mistakes are seen as a natural part of the learning process and success is achievable through continuous effort and improvement.
As a Visual arts facilitator I always kept asking myself how to enable this non judgmental space? I continue to pen my conversations with likeminded individuals.
In today’s educational landscape, the significance of nurturing self-expression in children cannot be overstated. As we navigate a world increasingly focused on emotional intelligence and creativity, primary art classes stand out as vital spaces for young learners. These classes provide children with opportunities to explore their identities and express themselves creatively. A powerful approach to enhancing this environment involves the concepts of “yes” and “yet.” By integrating these affirmations, educators can create a validating atmosphere that empowers children to embrace their individuality and artistic expression.
How to validate?
One of the most effective ways to create a nurturing environment in an art class is through validation/ the power of “yes.” When children present their artwork or ideas, a teacher’s enthusiastic affirmation can make a significant impact. Positive responses to a child’s creative choices not only boost their confidence but also reinforce their sense of belonging within the classroom community.
For instance, consider a scenario where a child shows their painting of a fantastical landscape. A teacher might respond with, “Yes, I love the colors you’ve chosen! They really bring your imagination to life!” Such affirmations validate the child’s effort and creativity, encouraging them to take pride in their unique perspective. This practice fosters a culture of positivity where students feel encouraged to share their ideas freely.
Moreover, acknowledging children’s feelings is vital in this context. Art can be an emotional outlet, and children often face frustrations or self-doubt during the creative process. If a student expresses frustration about their work, a teacher can respond with empathy: “Yes, it’s okay to feel that way. Art can be challenging!” This validation helps children feel understood, creating an environment where they are more willing to share their thoughts and emotions.
The concept of “yet” is equally powerful in promoting validation and a growth mindset among young artists. When children encounter difficulties For example, if a child struggles with a particular technique, the teacher might say, “You haven’t mastered it yet, but let’s try together!” This simple shift in language redefines challenges as opportunities for growth, helping children understand that mastery comes with practice and persistence. By embedding “yet” into classroom discussions, educators encourage children to see their artistic journey as ongoing and evolving.
Using “yet” also allows children to recognize their potential. If a student states, “I can’t draw this,” the teacher can reply, “You can’t draw it yet! Let’s practice some more.” This reframing not only promotes resilience but also instills a sense of hope and determination. Children learn that struggles are part of the creative process, and that improvement is always within reach.
“They are copying me!” – Creating a Safe Space
To truly unlock the potential of “yes” and “yet,” it is essential to cultivate a classroom environment that prioritizes safety, support, and respect. Central to this is fostering a culture of non-judgmental feedback, where students feel empowered to share their ideas and creations without fear of criticism.
Often, I observe students covering their artwork or hiding their work, anxious that their peers may copy them. It is crucial to acknowledge and validate these concerns. Through thoughtful discussions on academic integrity and the importance of crediting others’ work, we can shift the conversation. Instead of labeling it as “copying,” we can frame it as “being inspired by,” transforming what could be a negative feeling into a positive, growth-focused one. By encouraging students to recognize and express their sources of inspiration, we not only honor
their creative process but also promote a culture of respect and collaboration, where each individual’s contributions are valued.
Non-Judgmental Feedback to us and to the learners
I have consistently observed my mentor’s approach during our team discussions, where he emphasizes acknowledging what went well, while also creating space for constructive “even better if” feedback. He provides clear, actionable feedforward that is both practical and attainable, which has been invaluable in helping me refine and improve my work. Additionally, he encourages the team to reflect on their successes through anecdotes, coupled with achievable feedforward, which effectively scaffolds the learning process. This approach nurtures a growth mindset and empowers individuals to build on their strengths, fostering meaningful progress in their ongoing journey of improvement.
In celebrating the art of being, we lay the foundation for a generation of confident, creative individuals. Art classes, when infused with the power of “yes” and “yet,” become transformative spaces where children can thrive, experiment, and ultimately discover who they are as artists and as people. Through this journey, they learn that their voices matter, and that their unique expressions contribute to the vibrant tapestry of the world around them. This article is authored by– Neha G Utmani, Visual Arts Faculty, The Kulish School, Jaipur. She recently led the school to an India record for the longest Dot Art created by a school in a single day. Beyond her achievements, she is a dedicated educator who nurtures and grooms children through art in a deeply therapeutic way.
Bibliography: Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House. Thomas, M. (2013). The Art of Encouragement in Education. Routledge. Costa, A. L., & Kallick, B. (2008). Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. ASCD. McKenzie, T. (2013). Teaching and Learning Through Inquiry: A Case Study Approach. Solution Tree Press. McKenzie, T. (2014). The Inquiry-Based Learning Revolution: A Teacher’s Guide to Transforming Your Classroom. Corwin.
In a significant development for education in Varanasi, Sunbeam International Varuna has become the first institution in the city to adopt the globally recognised Cambridge curriculum. Known for its emphasis on academic rigour and critical thinking, the curriculum is designed to promote holistic development through a well-rounded educational approach.
The school’s academic achievements have been noteworthy, with students excelling in the Cambridge Primary Checkpoint exams and surpassing international benchmarks. Their involvement in the Cambridge Climate Quest Program highlights their commitment to environmental responsibility and leadership in sustainability initiatives.
Sunbeam International Varuna also places a strong emphasis on sports and extracurricular activities. Student athletes have made notable achievements, including a gold medal at the National Roll Ball Championship and success in Thai Boxing and Roller Skating. The school’s focus on STEAM education is reflected in projects such as IoT-based irrigation systems and robotics innovations, supported by well-equipped labs and modern facilities.
Collaboration with parents and mental wellness initiatives form an integral part of the school’s educational philosophy. Activities such as health workshops, storytelling sessions, and mindfulness programmes contribute to the overall development and well-being of students.
Dedicated teachers play a crucial role, with achievements in Teachers’ Olympiads and continuous professional development enhancing the learning experience. Community engagement, sustainability programmes, and experiential learning initiatives further enrich students’ educational journeys.
As a member of the Boarding Schools’ Association of India, Sunbeam International Varuna is committed to fostering progressive education, blending academic excellence with life skills and global awareness.
Education
NITI Aayog Proposes Education Reforms: New Finance Agency and Fee Flexibility for State Universities
In an effort to address the financial and operational challenges faced by State Public Universities (SPUs), NITI Aayog has proposed significant reforms aimed at improving their sustainability and quality. The recommendations include the establishment of a dedicated finance agency akin to the Higher Education Financing Agency (HEFA), fee autonomy, and diversified funding sources. These suggestions, outlined in the newly released report titled Expanding Quality Higher Education Through States and State Public Universities, are considered vital to achieving the goals of the National Education Policy (NEP) 2020.
State Public Universities, which cater to over 80% of India’s higher education student population, face numerous challenges stemming from inadequate government grants, dependence on traditional revenue streams, and limited autonomy in financial decision-making. The report highlights the need for a six percent allocation of the country’s GDP to education, a figure previously recommended under the NEP 2020.
One of the central recommendations is to establish a HEFA-style finance agency exclusively for SPUs. HEFA, a joint venture between Canara Bank and the Ministry of Education, has played a crucial role in financing infrastructure development and research projects at educational institutions. NITI Aayog suggests a similar agency could provide long-term financial stability to SPUs, ensuring they have the resources needed to maintain quality education and expand research capacities.
The report further recommends granting SPUs the autonomy to adjust fees by 5-10% annually to account for inflation, with safeguards such as scholarships and fee waivers for underprivileged students. Select SPUs with sound financial management could pilot this programme, which would be closely monitored for its impact on finances, enrolment, and educational quality.
Diversification of revenue streams is another key focus. The report encourages universities to expand self-financed programmes, provide consultancy services to industries and government agencies, and strengthen alumni engagement to drive financial contributions. Public-private partnerships (PPPs) are also seen as crucial to supplement government funding and enhance employability initiatives.
Additionally, NITI Aayog calls for tax exemptions on revenue from CSR grants and research activities to provide further financial relief. These recommendations come at a time when Indian higher education institutions are under increased scrutiny for their financial and academic performance, with recent opposition to changes proposed under the NEP 2020 further intensifying the debate.
With 80 policy recommendations spread across four key thematic areas—quality, funding and financing, governance, and employability—NITI Aayog envisions a transformed higher education system where SPUs emerge as centres of excellence and regional development drivers.
The Central Board of Secondary Education (CBSE) is set to organise a pivotal workshop on February 12, 2025, focusing on improving student mental health and well-being. The event, titled “Promoting Student Mental Health and Well-Being”, will be held at Venkateshwar International School, Dwarka, New Delhi, and is designed specifically for principals, counsellors, and wellness teachers from CBSE-affiliated schools in the Delhi/NCR region.
The workshop aims to equip educators with practical strategies to identify early signs of mental health challenges among students and provide effective psychological support during critical academic periods. By fostering awareness and skill development, the session is expected to address the increasing need for mental health intervention in schools.
Workshop Details and Agenda
The workshop will run from 10:00 am to 2:00 pm, with registration starting at 9:30 am. Participants are advised to arrive early to complete the registration process and engage in pre-event activities. The event will include sessions covering a range of topics, such as:
- Understanding Mental Health in Schools: Exploring current issues affecting student well-being.
- Identifying Early Warning Signs: Recognising behavioural or emotional indicators that may signal mental distress.
- Crisis Management and Intervention: Practical approaches to handle mental health crises effectively.
- Developing Comprehensive Support Systems: Building support frameworks within schools to cater to diverse mental health needs.
The sessions will also touch upon the importance of fostering critical thinking, using digital tools, and enhancing classroom management techniques to support student engagement and learning outcomes.
How to Register
Participation slots for the workshop are limited and will be available on a first-come, first-served basis. Interested educators can register by visiting the official CBSE website under the “Workshop Notice” section and completing the registration form. Upon successful registration, participants will receive a confirmation email from the organising team.
Fostering Mental Health Awareness
This initiative underscores CBSE’s commitment to addressing mental health challenges faced by students amid growing academic pressure. By providing educators with actionable tools and strategies, the workshop aims to create a more supportive and nurturing school environment. With rising concerns over student stress, anxiety, and emotional well-being, this event marks a step toward a more holistic approach to education, ensuring students’ mental health remains a priority.
The Growing Need for Mental Health Support
Educators attending the workshop will gain insights into the critical role mental health plays in student success. By promoting early intervention and effective support systems, the workshop seeks to help teachers, counsellors, and school leaders better support students through challenging academic years.
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