Education
NURTURING CODING SKILLS IN YOUNG CHILDREN
Dr Swati Popat Vats writes on CODING IN KINDERGARTEN NURTURING CODING SKILLS IN YOUNG CHILDREN.
What do Froebel’s gifts, HOT, STEM, guessing and estimation games have in common?
They are all the foundation of learning coding and robotics in the early years!
The first six years are brain development years and it is during this time that the brain learns about patterns, sequences, and problem solving and thinking skills—all skills required in coding!
It is time for our early years programmes to adopt what the world is calling, ‘a new literacy’- coding. Children have become digital natives, which means born in the digital era and are exposed to technology and gadgets from the time they are born (the first time a parent points a camera/phone at them!) many of the toys they play with belong to ‘the internet of toys’. By the time a preschooler joins the job market 20 years from now, all the jobs will require some or other kind of programming. Technology will be used for everything…almost everything. We teach preschoolers to read, write, count, we teach them about the world around them – animals, birds, insects etc. and we are forgetting that the world around them now is full of gadgets and technology. Teaching them how to safely engage with technology and informing them how this technology works, is the need of the hour. It is time to ensure that these children who are presently in early years programs are exposed to ‘technology literacy’ and are aware that machines should not be making us do things all the time but that we can tell a machine what to do…that machines listen to US!
What is a code? It is a set of instructions for a computer. What is coding? It is the process of creating step-by-step instructions a computer understands and needs in order for its programs to work. The foundation of coding is: Pre-coding activities which are developmentally appropriate games and activities in which children explore some of the concepts involved in coding in ways that are meaningful to them. However, coding in Kindergarten, is not about computer programming, we are talking about laying a foundation, about training their brains to think and understand SYSTEMS, PATTERNS, and INSTRUCTIONS through role play, games, puzzles and board games.
So why start from early years? Isn’t it too early to understand the concept of coding? Well, no, because coding is nothing but understanding sorting and classifying, recognition of same and different, recognition of shapes, ability to make sets, sorting, see sets within sets, patterning, ordering and sequencing, one to one correspondence, number value, number counting, playing games of guessing and estimation, etc. And all of these are already part of children’s every day play and exploration and an integral part of readiness curriculum in early years.
Coding is not different from how children play or learn, coding is already an integral part of the exploration that children indulge in during play, it is time for early years educators and parents to connect the dots and see how children learn coding while playing and ensure that play makes a big comeback to early years learning!
Fredrich Froebel the father of kindergarten, designed gifts, and occupations for young children. These were designed to make children see patterns and shapes in their environment and in their play and understand the connections between these patterns and shapes, his quote, "It would prove a boon to our children and a blessing to coming generations if we could see that we possess a great oppressive load of extraneous, merely external information and culture; that we foolishly seek to increase from day to day," is more relevant today than ever before.
I have included Froebel’s gifts in the coding curriculum that I have designed (‘Start Coding with Jumbo’) for early years. Froebel discovered that brain development is most dramatic between birth and age three, and recognized the importance of beginning play based learning, earlier than was then practiced.
Froebel’s gifts help children see form, shape, patterns, connections, and this is exactly what the learning and understanding of coding requires. It requires the five processes of problem solving, reasoning, communication, connections, and representation. These are critical to the young child and his or her understanding of coding and robotics, and are nurtured when children play (are occupied) with Froebel’s gifts.
Froebel designed Gifts and Occupations and the difference between Froebel’s gifts and occupations is that Gifts can be returned to their original state after play (whole to parts and parts to whole) whereas occupations are craft activities and cannot be returned to their original shape. According to Froebel, the child’s desire to play is nature’s way of stimulating the brain to grow and that is why it is important for us to realize that play is the fuel for brain development. Froebel’s gifts are a gateway for children to learn to play with Math concepts, Mathematics was more than an intellectual pursuit to Froebel it was the language of the universe. His gifts were carefully designed so that children can experience three-dimensional, then two-dimensional and then move to lines, edges and points and then understand how lines, edges and points make a three-dimensional shape. So, learning actually comes ‘full circle’ when children play with Froebel’s gifts.
So, in his gifts one to six children experience three-dimensional solids, which represent whole forms of the physical world. While playing with gifts 7 to 9 children experience 2 dimensional shapes, the sides of solids, the edges of solids, lines and points. Froebel designed 3 different ways to play with the gifts, 1 Forms of life, 2 Forms of knowledge and 3 Forms of beauty. In Forms Of Life children can create something from their world (around them) using all of the gift pieces. In Forms of Knowledge, adults help children see the math in the gifts, count the sides, see the difference between a sphere, a cylinder and a square, hear the sound a particular block makes when dropped on the floor etc. Whereas in Forms of Beauty children make abstract designs using the gifts, here Froebel devised two rules, “always use every piece and modify but never destroy a design”. If the child wants to change a design then the child has to find a way to modify an existing design in stages to arrive at the new design or concept. By playing with Froebel’s gifts a child builds a foundation of symbolic learning by internalizing these play experiences. Playing with Froebel’s gifts help children perceive the geometric blocks of the world and help nurture the very skills required for a coder, namely –Understanding, Creativity, Logical thinking, Remembering, Working with others, Taking risks and questioning.
The coding curriculum for early years that I have designed is based completely on play and because it is a foundation for understanding coding, I have included coding activities in all areas of play be it Block area, Dramatic play, Cooking area, Art area, Playground, Water play, Sand play, Music & movement, etc. The foundation of coding for early years should also start with Encouraging HOT (Higher Order Thinking) skills
Encourage children to notice things, play games like where is the teddy hiding.
Encourage children to describe things they see or do, during nature walks or during water and sand play.
Ask ‘what’ questions before ‘why’ questions- what is happening to the sand when we mix it with water?
Encourage one to one correspondence activities.
Take photos of the child’s environment and see if children can recognize them. Click photos of each child’s eyes and see if they can recognize their own, their friend’s….
‘Start Coding with Jumbo’, curriculum is SCREEN FREE and engages children through HANDS ON LEARNING, through engaging games and activities that involve:
Directional games involving location and movement like board games
Treasure hunt
Giving directions to peers during pretend play
Games using grids and maps
Some coding activities that young children learn about in ‘Start Coding with Jumbo’ are –
Decompose or break it down- how to break down a problem into smaller parts to solve the problem- Gamepick up all the blocks from around the classroom, then pick up all the blocks from around the classroom before the sand timer stops, and then pick up all the blocks from around the classroom, before the sand timer stops and only 3 people can be used to pick the blocks.
Algorithm- a list of steps needed to follow or complete a task, play games of missing instructions teach the doll the steps of brushing teeth.
Debugging is when you go looking for mistakes or bugs in your programworksheets for find the mistake, find what is missing.
Sequence- is the order the program has to follow- put the story in the right sequence.
Pattern- a pattern is what you see when something is the same over and over- what comes after, what comes before- patterning games, Froebel gifts.
Loop- a special bit of code that repeats over and over again- during singing and musical play time.
In the ‘Start Coding with Jumbo’ curriculum, the children also learn about robots and robotics. Young children are first given game instructions to move on a specified pattern during outdoor play, in this they learn how to follow instructions and move their body to complete the game or the maze given. Then they play in pairs and give instructions to each other, they role play being a programmer and a gamer, the programmer gives coding commands and the gamer follows the commands and moves accordingly.
Young children then play with puppets to understand how ‘they’ can make the puppet move. They explore the difference between hand puppets, finger puppets, string puppets, and shadow puppets. They ‘program’ the puppets in a puppet show. And then move on to games that require them to build robots and program robots to move around a grid. They make grids, place the story characters in the grid, and retell the story using the robot by making it move to each step of the story. Children do this by using directional cards/buttons to give instructions to the robot to move up, down, left and right, forward, back.
The most important role of early years educators and parents in fostering learning of coding is to provide the stimulation and encouragement to help children develop and practice their own thinking, to learn by DOING, to make mistakes, to learn from them. When we support children in this, we help children take big steps towards becoming competent, confident, code thinkers! That is why I have worked on a foundational curriculum/program to teach young children about coding and robotics, understanding the foundation of coding and robotics before they start programming and using robots. Understanding that humans program any technology or gadget that we use and thus we have control on how, how much and when to use it.
The new millennium requires children to live in an ever changing technology filled world, parents and educators now realize that childhood is the most important time in a child’s education We need logical thinking and ‘Start Coding with Jumbo’ helps children see the interconnectedness of things and patterns in their physical and technological world.
Dr Swati Popat Vats is the President of Podar Education Network, she is a ‘tinkerer’ and has always advocated for developmentally appropriate use of technology for young children. She is the first to design an early years’ curriculum for coding and robotics called ‘Start Coding with Jumbo’. She believes that play is the way children learn and coding and robotics are a great combination of tinkering in play! She is a big follower of Froebel, Montessori, Vygotsky, Piaget and Gijubhai Badeka and her curriculum on coding and robotics for early years is hugely influenced by their work, especially Froebel’s gifts. She is also the President of Early Childhood Association. For any questions on her coding and robotics curriculum for early years she can be contacted on [email protected] or 7506639870 (messages only)
The dopamine-rich scrolling in late mornings with amorphous freedom has made our zealous students so comfortable that they are re-entering their classrooms with minds tuned to instant gratification, not delayed rewards. Now the challenge isn’t just academics but to re-engage our bud’s attention and curiosity. Neuroscience backed motivation strategies and intentional school design could prove to be a catalyst as it will bring a positive change and enable the students to learn at a better pace.
1. Rewiring the Dopamine rush with 2 Ps, Purpose and Productivity:
Neuroscience says: Where our brains are functional to seek novelty and purpose on their own, during summer break, the buds often lean into adding the activities to their routine which are unpredictable, quick, and rewarding referring back to instant gratification, these activities may include social media, gaming, and chatting anonymously and grateful to internet and inventions, there are plethora of platforms enabling students to be distracted. And then joining back the school with a gradual drip of delayed academic rewards may seem to be a let-down for students.
Actionable tip: We as facilitators have to be the mystery-solvers channeling their energy into productivity, enlightening them with real-world challenges, interdisciplinary projects, or a mystery to solve that taps into their intrinsic curiosity. Novelty may allow us to reset their attention-even primitive changes in surrounding like rearranged desks, learning outdoors, and using the BALA method to utilize infrastructure, can signal a shift in engagement and productivity.
2. Design for Autonomy and Flow
Neuroscience says:
Neuroscience tells us that motivation really flourishes when students feel they have some control over their learning. The brain’s reward system kicks in when choices are part of the equation, especially regarding how tasks are structured or what content is covered.
Here’s a practical tip: give students structured choices, like deciding which book to dive into, which problem to tackle first, or how they want to present their findings. A design that promotes flow—complete with clear goals, manageable challenges, and instant feedback—helps keep students in that ideal zone, avoiding both boredom and anxiety.
3. Rebuild Social Motivation Through Spaces That Connect
Neuroscience tells us that connecting with peers is a huge motivator, especially after the pandemic. Our brains are wired for social interaction, which plays a key role in how we learn and engage emotionally.
Actionable tip: Create flexible seating arrangements or common areas that encourage group work and casual collaboration. Try incorporating daily activities like “curiosity circles” or peer-led problem-solving sessions to foster a sense of belonging and shared learning objectives.
4. Leverage Routines to Rewire Attention
Neuroscience shows that our habits influence our attention. After a summer of scattered focus, students thrive on rhythmic and consistent routines that help retrain their executive functions.
Actionable tip: Kick off classes with familiar “mind-on” rituals — whether it’s a thought-provoking question, a brief reflection, or a quiet sketch — to help anchor their attention. Consistency breeds comfort, and that comfort boosts confidence.
5. Make Joy a Design Priority
Neuroscience indicates that positive emotions can enhance learning by boosting neuroplasticity. When students (and teachers) experience joy, they’re more likely to engage deeply and retain what they learn.
Actionable tip: Infuse joyful moments into the day — through fun challenges, movement breaks, or a bit of humor. Allow time for students to share what excites them. A joyful classroom isn’t just a nicer place to be; it’s also more effective for learning.
Conclusion: To capture wandering minds, we need to understand how motivation truly works and design both our curriculum and learning spaces to support it. When we ignite curiosity, honor autonomy, and weave joy into the experience, even the sleepiest summer brain can come alive again.
This article is written by:
Renu Sharma
Principal, Indirapuram Public School, Crossings Republik
Tripura has been declared a fully literate state, becoming the third in the country to cross the 95% literacy threshold after Goa and Mizoram.
The announcement was made by Chief Minister Dr. Manik Saha, citing data from the Understanding Lifelong Learning for All in Society (ULLAS) programme — a flagship literacy and life skills initiative aligned with the National Education Policy (NEP) 2020. The declaration marks not just an administrative achievement, but a generational leap in educational access and community participation.
Tripura’s current literacy rate stands at 95.6%, as per the latest Periodic Labour Force Survey, a remarkable rise from 87.22% in the 2011 Census, and a far cry from 20.24% in 1961.
“This is a historic moment for Tripura. From a 20% literacy rate six decades ago to 95.6% today, we have rewritten our narrative,” said Dr. Saha in a public post. “Through the successful implementation of ULLAS, we have ensured that literacy is not limited to signing one’s name, but includes the confidence to participate meaningfully in society.”
ULLAS, launched under the New India Literacy Programme, targets adult learners aged 15 and above who have missed out on formal schooling. It goes beyond basic literacy to include numeracy, digital and financial literacy, legal awareness, and other essential life skills — all aligned with NEP 2020’s commitment to equitable lifelong learning.
The shift from traditional signature-based literacy drives to functional literacy has allowed Tripura to reach new learners with practical, future-ready tools. The model also offers a compelling template for other states striving to raise literacy rates beyond conventional benchmarks.
The Assam State School Education Board (ASSEB) has announced the introduction of Sign Language as an elective subject for Higher Secondary (Classes XI–XII) from the current academic year.
Education Minister Dr. Ranoj Pegu made the announcement during the inauguration of a residential AI training programme for teachers at IIT Guwahati. While Artificial Intelligence and Financial Literacy were also introduced as new electives, Sign Language stood out as a critical stride towards making classrooms more accessible to the deaf and hard-of-hearing community.
“This is not just about a subject; it’s about acknowledging communication rights,” said Dr. Pegu, who also unveiled a specially designed AI textbook at the event. The textbook was developed in collaboration with experts from IIT Guwahati and Dibrugarh University. He added that the curriculum reforms are aligned with the National Education Policy (NEP) 2020’s vision of equity, inclusion, and skill readiness.
According to education officials, the rollout of Sign Language will begin in institutions where qualified educators or resource personnel are available. Training for teachers is expected to be scaled up across the coming months. The subject aims to raise awareness about Indian Sign Language (ISL), improve communication access for students with hearing impairments, and sensitise peers to inclusive practices from a young age.
Later in the day, Dr. Pegu chaired a review meeting with officials from the Department of School Education to discuss budget allocations and planning for the 2025–26 academic year. While schemes like the Chief Minister’s Nijut Moina initiative, distribution of bicycles for Class IX girls, and the upgradation of Bodo-medium schools were discussed, the emphasis remained on delivering structural reforms that bridge equity gaps in access and opportunity.
The addition of Sign Language, AI, and Financial Literacy as electives reflects a broader shift in how Assam is reimagining school education — one where life skills, digital literacy, and inclusive values are no longer optional, but integral.
In line with the National Education Policy (NEP) 2020 and the Right to Education Act (RTE) 2009, the Directorate of Education (DoE), Government of NCT of Delhi, has issued a directive mandating that children must be 6 years old to gain admission into Class 1 starting from the academic session 2026–27.
This move aligns Delhi’s education system with the restructured 5+3+3+4 school framework introduced in the NEP 2020. Under the revised structure, the foundational stage will now include three years of pre-primary education before Class 1: Nursery (Bal Vatika/Preschool 1) at age 3, Lower KG (Preschool 2) at age 4, and Upper KG (Preschool 3) at age 5. Class 1 will be open to children only upon completion of 6 years of age.
All Heads of Government, Government-Aided, and Recognized Unaided Private Schools have been instructed to adopt this change beginning in the 2026–27 academic session.
By standardising entry age norms, the move aims to promote uniformity and developmentally appropriate learning, ensuring children enter Grade 1 equipped with foundational skills from three years of early childhood education.
In a progressive step towards comprehensive health education, the Tripura government has announced plans to integrate sex education and HIV/AIDS awareness into its school curriculum, Chief Minister Manik Saha confirmed.
According to officials, the curriculum update aims to equip students with accurate knowledge about sexual health, disease prevention, and safe practices—key factors in curbing the prevalence of HIV/AIDS in the state. With around 5,000 active cases reported by late 2024, including a notable infection rate of 0.33% among adults and over 800 student cases, the move is seen as a timely measure.
The new content will be deployed through age-appropriate lessons, Red Ribbon Club activities, and sensitisation drives led by health and education officials. This initiative builds upon previous efforts, such as school- and college-level awareness programs, the involvement of key stakeholders, and information, education, and communication (IEC) campaigns across rural and urban centers.
Chief Minister Saha emphasised the role of educators and community leaders in delivering accurate information and fostering a supportive environment: “Students from school to college level should be made aware of the dangers of this disease,” he remarked earlier.
The curriculum integration aligns with state-level action under the National AIDS Control Programme (NACP). It resonates with India’s broader public health mandate to move HIV/AIDS education from stigma to mainstream schooling. By addressing misconceptions and promoting prevention early, Tripura hopes to protect its youth and reduce dropout rates among vulnerable groups.
In a proud moment for Indian education, four schools from across the country have been named among the top 10 global finalists in the prestigious World’s Best School Prizes 2024, organised by UK-based T4 Education. These awards honour schools that are pushing the boundaries of innovation, inclusion, and community impact — and this year, India has made its presence felt in four out of five categories.
A Snapshot of India’s Global Finalists
From government to private, rural to urban — the diversity of India’s representation this year is striking.
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Government Girls Senior Secondary School, NIT 5, Faridabad (Haryana) – Supporting Healthy Lives
A government-run school is redefining what public education can achieve. By interweaving nutrition, mental health, and physical well-being into its core ethos, the school is transforming the lives of at-risk girls, ensuring that no student is left behind. -
Ekya School, JP Nagar, Bengaluru (Karnataka) – Innovation
Recognised for reimagining learning through a design-thinking framework, Ekya encourages student agency, interdisciplinary inquiry, and real-world problem-solving — a blueprint for future-ready schooling. -
ZP School, Jalindar Nagar, near Pune (Maharashtra) – Community Collaboration
A rural government school that has placed local communities at the heart of education. By building trust and ownership at the grassroots, it has created a model of sustainable, community-driven transformation. -
Delhi Public School, Varanasi (Uttar Pradesh) – Environmental Action
Known for its strong environmental initiatives, DPS Varanasi’s students lead from the front — managing waste, conserving energy, and creating a campus-wide culture of sustainability.
These schools are now among 50 global finalists, selected from thousands of applications worldwide. The shortlist highlights institutions not merely chasing academic results but actively shaping well-being, equity, and systemic reform in education.
What Happens Next
All 50 finalist schools are now competing for the Community Choice Award, determined through an open global vote. Winners across each of the five main categories — Supporting Healthy Lives, Environmental Action, Innovation, Community Collaboration, and Overcoming Adversity — will be announced in October 2024.
The celebration will culminate at the World Schools Summit in Abu Dhabi in November, where global education leaders will convene for a high-impact dialogue on best practices and policy influence.
The Broader Picture
Launched in the wake of the COVID-19 pandemic, the World’s Best School Prizes have rapidly emerged as one of the most influential accolades in global education. Powered by T4 Education, a platform that connects over 200,000 educators worldwide, the awards are more than just recognition — they are a launchpad for schools to amplify their voice, scale impact, and drive systems-level change.
For India, the presence of four unique schools among global changemakers is both a celebration and a reminder — that bold ideas, no matter where they are born, can shape the future of learning.
In a significant move aimed at streamlining school assessments and improving learning outcomes, the Ministry of Education has recommended that seven states—Andhra Pradesh, Assam, Kerala, Manipur, Odisha, Telangana, and West Bengal—adopt a common board for Class 10 and 12 examinations.
The recommendation follows a detailed analysis by the Department of School Education, which found that these states accounted for a staggering 66% of student failures across India last academic year. In total, over 22 lakh students failed Class 10, and 20 lakh failed Class 12 nationally in 2024, highlighting persistent challenges in retention and transition to higher education.
“Not having a common board leads to poor academic outcomes,” said School Education Secretary Sanjay Kumar, stressing that standardisation in assessment, curriculum, and evaluation is key to reversing this trend. “A common board is the way forward for ease of schooling,” he added.
India currently has 66 examination boards, including three national-level boards and 63 state-level ones. However, only 33 of these boards cater to 97% of enrolled students. The rest, often covering smaller student populations, contribute disproportionately to inconsistent academic performance.
The report also placed a renewed focus on the National Institute of Open Schooling (NIOS), especially in high-failure states. While NIOS currently has a stronger presence in Delhi, Rajasthan, and Haryana, the ministry wants to see its footprint expand in the recommended states to engage unsuccessful students and prevent dropouts.
However, the report didn’t just stop at structural issues. It shed light on regional and linguistic disparities in student performance. For instance, students taking exams in Odia and Malayalam consistently outperformed peers writing in Kannada, Telugu, and Assamese. Interestingly, Kerala, with its integrated board system, recorded an astounding pass rate of 99.96%. Odisha and Manipur also showed success rates above 97%.
Meanwhile, Navodaya Vidyalayas (NVs) and Kendriya Vidyalayas (KVs) continue to set benchmarks in academic excellence. The report found that 72% of NV students cleared NEET-UG, with strong showings also reported in engineering entrance exams. NVs, which cater primarily to rural talent, seem to be reinforcing the case for equity in access to quality education.
As conversations around NEP 2020 continue to push for holistic, inclusive, and standardised learning, the Centre’s recommendation serves as both a wake-up call and a window of opportunity. With the right reforms, these states could be on the brink of a transformative shift in student success.
Indian institutions continue their upward momentum on the global academic stage, with IIT Delhi emerging as the country’s top-ranked university in the QS World University Rankings 2026, securing the 123rd spot. It is closely followed by IIT Bombay at 129 and IIT Madras at 180, solidifying India’s footprint in the global top 200. However, no Indian university has yet broken into the top 100.
The latest edition of the QS rankings, released by higher education analysts Quacquarelli Symonds, evaluates over 1,500 universities across more than 100 countries. The rankings serve as a barometer of academic excellence, research output, and global relevance.
At the global level, the Massachusetts Institute of Technology (MIT) retains its crown, scoring a perfect 100. Imperial College London follows in second place (99.4), with Stanford University (98.9), the University of Oxford, and Harvard University rounding out the top five. Institutions from the US and the United Kingdom continue to dominate the upper echelons of the list, though Asia-Pacific universities are making notable gains.
Among the rising performers, Malaysia’s Sunway University recorded the most dramatic leap, climbing 120 places in a single year.
The QS World University Rankings 2026 place increasing emphasis on research impact, global engagement, and sustainability, alongside traditional indicators like academic and employer reputation, faculty-student ratio, and internationalisation.
Despite a vast student population and growing academic ambition, no Indian university has entered the global top 100—a gap that invites reflection. While the steady rise of institutions like IIT Delhi signals progress, it also highlights the need for sustained investment, deeper international collaborations, and a sharper focus on research and innovation. The QS rankings, then, are not just a recognition of how far Indian higher education has come, but also a gentle nudge towards how much further it can go.
The Union Ministry of Education has released the Performance Grading Index for Districts (PGI-D) 2023–24, assessing how states and union territories (UTs) fared across critical school education indicators such as learning outcomes, equity, and infrastructure. The report places Chandigarh at the top, with Delhi and Punjab also emerging as strong performers.
The PGI-D ranks regions across ten performance levels, with Utkarsh being the highest possible grade, awarded to those scoring above 90% of 1,000 total points. However, no state or UT achieved that benchmark this year. Chandigarh was the only unit placed in Prachesta-1, the fifth-highest band, with a score between 701–760 points.
Ten other states and UTs, including Delhi, Punjab, Gujarat, Odisha, Kerala, Dadra and Nagar Haveli, Haryana, Goa, Maharashtra, and Rajasthan, were placed in Prachesta-3—the seventh tier on the index—with scores ranging from 581 to 640.
Meanwhile, Meghalaya stood at the bottom of the list with a score of 417.9, becoming the only state placed in the tenth and lowest category. Mid-performing regions included Tamil Nadu, Puducherry, Karnataka, West Bengal, Andaman and Nicobar Islands, and Himachal Pradesh.
According to officials, the PGI-D is designed to act as a catalyst for system-level improvements, offering comparative data to support evidence-based decision-making. By standardising assessment across a range of domains, the index aims to help districts identify learning gaps, infrastructural deficits, and policy blind spots.
While the top bands remain elusive, the data offers insights into where systemic support and targeted interventions are needed most.
Facing strong backlash, the Maharashtra government has rolled back its earlier decision to make Hindi compulsory as a third language in Marathi and English-medium schools. A revised resolution issued by the School Education Department now offers students the flexibility to choose any other Indian language in place of Hindi for Classes 1 to 5.
According to the corrigendum aligned with the State Curriculum Framework – School Education 2024, Hindi will be the default third language; however, alternatives are permitted if students prefer them. If at least 20 students in a class opt for a different language, a dedicated teacher will be appointed. For fewer than 20 students, the subject will be delivered via online mode.
The updated directive also reiterates that Marathi remains compulsory in all schools, regardless of the medium of instruction. In non-Marathi and non-English medium schools, the three-language formula will include the school’s medium, Marathi, and English.
The language policy for Classes 6 to 10 will continue under the framework of the State Curriculum Framework (SCF) 2023, which aims to enhance multilingual learning while respecting regional and linguistic diversity.
The revision comes after political and public criticism, including opposition from the Maharashtra Navnirman Sena (MNS) and recommendations from the state’s language consultation committee.
How to Win Back Wandering Minds: Post-Summer Edition
Tripura Becomes Third Indian State to Achieve Full Literacy
Assam Brings Sign Language to Senior Secondary Classrooms in Landmark Move
Delhi Schools to Implement Age 6 Rule for Class 1 Admissions from 2026
Tripura Adds Sex Education & HIV Awareness to Their Curriculum
Four Indian Schools Shine on the Global Stage at World’s Best School Prizes 2024
Centre Urges 7 States to Consider Common Board Amid Alarming Student Failure Rates
IIT Delhi Leads India in the QS Rankings 2026; MIT Tops Globally
Chandigarh, Punjab Lead in School Education Rankings; Meghalaya Trails Behind
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