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 swatipopat@podar.org or 7506639870 (messages only)
The Department of School Education & Literacy (DoSEL), Ministry of Education, observed World No Tobacco Day on 31st May 2025 with a national workshop held at Rang Bhawan, Akashvani Bhawan. Inaugurated by Sanjay Kumar, Secretary, DoSEL, the event convened key stakeholders from the Ministries of Health, Home Affairs, NCERT, CBSE, UNODC, and State representatives, alongside students, civil society members, and domain experts.
During the workshop, Kumar launched the Nationwide School Challenge on Tobacco Awareness on the MyGov platform, set to begin on 10th June 2025. Aimed at student engagement, the initiative encourages schools across India to lead awareness campaigns. Participants also took the No-Tobacco Pledge, underscoring the shared responsibility of educators and communities in protecting students from tobacco exposure.
Kumar highlighted the alarming influence of tobacco advertising on youth and emphasised the importance of proactive involvement from School Management Committees (SMCs), parents, and local bodies to create tobacco-free campuses. Additional Secretary Anandrao V. Patil reinforced this message in his keynote, focusing on student health, well-being, and preventive education.
Other key speakers included CBSE Chairperson Rahul Singh, who spoke on the integration of health and wellness modules in schools, and Economic Advisor A. Srija, who stressed inter-sectoral collaboration for effective implementation of Tobacco-Free Educational Institutions (ToFEI) Guidelines.
Technical sessions covered mental health (Manodarpan), life skills education (Navchetna), the School Health Programme, and digital monitoring of ToFEI compliance. Experts from NCERT, CBSE, UNODC, and the Ministry of Health & Family Welfare contributed insights on embedding wellness in school ecosystems.
State nodal officers from Chandigarh, Maharashtra, Andhra Pradesh, and Puducherry presented best practices—from dental health drives to creative student engagement tools like comics and animation. Efforts to contextualise ToFEI manuals in regional languages were also shared.
The workshop concluded with a call for consistent monitoring, awareness campaigns, and holistic health education to build tobacco-free, safe learning environments.
A recent report by The Indian Express reveals a worrisome shift in India’s school enrolment patterns—more students are opting for private institutions, even in states with a robust network of government schools. During meetings held by the Ministry of Education with state officials in March–April 2025 to discuss projects under the Samagra Shiksha scheme, the Centre flagged this as a “disturbing trend.”
In states like Andhra Pradesh, Telangana, and Uttarakhand, the enrolment in unaided private schools has consistently risen despite government schools forming the majority in number. For instance, in Andhra Pradesh, 73% of schools are government-run, yet they account for just 46% of total student enrolment. Similarly, Telangana’s government schools form 70% of total schools but educate only 38% of students, compared to nearly 61% in private schools.
This trend isn’t isolated. Tamil Nadu, Kerala, Maharashtra, and several northeastern states have also reported declining numbers in government school enrolment. The Union Ministry has urged states to reverse this decline, citing the need for introspection and reform. In Tamil Nadu, for example, government schools make up 64% of the total but serve just 37% of the student population.
Interestingly, some states have responded by conducting Aadhaar-based “data cleansing” to explain the drops. Still, the Centre believes deeper, systemic issues—such as rising aspirations and perceptions of quality—are driving families towards private schooling.
The concern goes beyond statistics. According to UDISE+ 2023–24 data, 36% of total school enrolment in India (over 9 crore students) is now in private schools. In 2022–23, it was 33%. Pre-pandemic figures already indicated this steady rise.
Where Do Government Schools Go From Here?
The falling trust in government schools paints a grim picture—especially when education budgets face cuts and systemic reform remains slow. However, all is not lost. States like Madhya Pradesh are setting examples through initiatives like the CM Rise Schools, which aim to rejuvenate public education with upgraded infrastructure, teacher training, and modern pedagogy.
But such success stories remain scattered. Without strong policy backing, increased funding, and public support, the future of government schooling appears uncertain. In an era of aggressive privatisation—be it formal schooling or the booming coaching industry—government schools risk being sidelined unless urgently revitalised.
Why must they survive? Because they remain the only accessible option for millions, especially in rural and marginalised communities. They are not just institutions—they’re vehicles of social equity, offering a shot at mobility to those who may otherwise be left behind.
Education
Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act
In a startling revelation, the Ministry of Education has flagged that over 10,000 unrecognised schools are operating in Bihar and Jharkhand, enrolling more than 1.6 million students and employing over 88,000 teachers—despite being in violation of the Right to Education (RTE) Act, 2009.
Jharkhand has the highest number of unrecognised schools in India, with 5,879 such institutions enrolling over 8.3 lakh students and staffed by more than 46,000 teachers. Bihar follows with 4,915 unrecognised schools, catering to over 7.7 lakh students and 42,000 teachers.
These figures emerged during the 2025-26 Project Approval Board (PAB) meetings under the Samagra Shiksha scheme, held earlier this year. The Ministry stated that the existence of these schools goes against Section 19 of the RTE Act, which mandates that all pre-existing schools meet prescribed norms within three years of the Act’s implementation. Failure to comply should lead to withdrawal of recognition and closure of the institutions.
The Ministry has directed both states to take appropriate action, either by recognising these schools through proper channels or by ensuring their closure in accordance with legal norms. Notably, Jharkhand’s education department has formed district-level recognition committees and claims that many of these schools began operations before the RTE Act came into effect.
Additionally, the Ministry raised concerns over discrepancies in data regarding Out-of-School Children (OoSC). For 2023–24, Jharkhand reported 37,409 OoSC on the PRABANDH portal, whereas the NSSO survey for 2022–23 recorded 1,07,639 ‘never enrolled’ children aged 6–14. In Bihar, the contrast was even more stark: 33,285 OoSC on PRABANDH versus 6.27 lakh ‘never enrolled’ according to NSSO.
To address this gap, the Ministry has advised strict data monitoring and called for special enrolment drives, with full support from School Management Committees (SMCs), to bring every child back into the education system.
Union Education Minister Dharmendra Pradhan delivered the valedictory address at the PadhAI: Conclave on AI in Education, held in New Delhi and organised by the Centre of Policy Research and Governance (CPRG). The two-day conclave brought together senior policymakers, educationists, and technology experts to discuss the growing role of artificial intelligence in reshaping India’s education landscape.
In his address, Pradhan emphasised that artificial intelligence is not merely a technological tool, but a transformative force and a catalyst for innovation in education. “AI is a bridge between empathy and technology,” he said, underlining the need for India’s human intelligence to take the lead in the global AI revolution.
The Minister highlighted several initiatives undertaken by the government to promote AI in education, including the establishment of Centres of Excellence in AI and plans to promote AI integration in Indian languages. He stressed that leveraging AI to foster critical thinking in classrooms was no longer optional but essential, marking a transition from “chalkboards to chipsets.”
He also called upon academicians and technologists to collaborate on policy suggestions that would enable India to responsibly and effectively integrate AI in school and higher education systems.
The conclave featured a series of panel discussions and keynote addresses exploring how AI is transforming classroom teaching, expanding learning beyond the four walls, and the structural challenges that need to be addressed for effective implementation.
Notable speakers included Jitin Prasada, Minister of State for Commerce & Industry and Electronics & IT; Ashish Sood, Minister for Education and Higher Education, Delhi; Vineet Joshi, Secretary, Department of Higher Education and Chairperson, UGC; Abhishek Singh, CEO, IndiaAI Mission; Pankaj Arora, Chairperson, NCTE; Anil Sahasrabudhe, Chairman, NETF; Yogesh Singh, Vice Chancellor, University of Delhi; Sanjeev Bikhchandani, Co-founder, Info Edge; and Rashmi Das, Chairperson, Higashi Autism School.
The event concluded with a call for increased collaboration between the public and private sectors to harness AI for inclusive and accessible education.
In a significant development for India’s higher education sector, the University of Liverpool—one of the United Kingdom’s most prestigious academic institutions and a member of the Russell Group—has announced plans to establish its first international campus in Bengaluru. The university aims to commence operations by 2026.
This marks the first time a Russell Group university, often likened to the Ivy League for UK higher education, will set up a physical campus in India. Known for its world-class research and academic rigour, the University of Liverpool was founded in 1881 and has produced nine Nobel laureates. Its entry into the Indian education landscape is expected to bolster the globalisation of Indian higher education and widen access to top-tier international programmes.
Initially, the Bengaluru campus will offer undergraduate and postgraduate courses in Business Management, Accounting and Finance, Computer Science, Biomedical Sciences, and Game Design—making it the first UK university to offer these programmes from within India. The range of disciplines is expected to expand over time.
Karnataka Chief Minister Siddaramaiah hailed the development as a “landmark moment” in the state’s educational journey. “For many years, our brightest minds left the country to study abroad. Today, a top global university is choosing to come here,” he said, adding that the government would ensure full support through policy and infrastructure.
In a move to bridge industry and academia, the university also signed an MoU with Bengaluru-based IT major Wipro to collaborate on research, innovation, and skill-building programmes.
Delhi University’s Executive Council (EC) has approved sweeping curriculum revisions that have sparked sharp protests from faculty members, igniting a fresh debate over academic freedom, ideological influence, and the future of higher education in India. The changes, ratified during the EC’s 1,275th meeting, affect multiple departments including Psychology, Sociology, and English, and introduce new programmes in journalism and nuclear medicine.
Among the most contentious shifts is the removal of conflict-based case studies from the Psychology of Peace paper. Case references to Kashmir, Palestine, India-Pakistan relations, and the Northeast have been replaced with conflict-resolution examples drawn from Indian epics like the Mahabharata and Bhagavad Gita. Similarly, a Sociology paper has dropped foundational thinkers like Karl Marx and Thomas Robert Malthus, along with key sections such as the Sociology of Food and the critical lens on the Sociology of Law.
Faculty members are sounding the alarm. As per a story in Business Standard, EC member and Associate Professor at Kirori Mal College, Rudrashish Chakraborty, called the changes “a complete disregard for disciplinary expertise” and warned they could severely damage DU’s global academic standing.
At the heart of the backlash is a deeper concern about ideological overreach in curriculum design. Critics say the move replaces rigorous, research-based frameworks with selectively religious narratives, undermining the pluralism that once defined Indian academia.
Why These Topics Were in the Curriculum in the First Place
Incorporating geopolitical issues like Kashmir and Palestine in social science syllabi wasn’t about courting controversy—it was about helping students understand conflict, diplomacy, and peace-building through lived realities. Scholars like Marx and Malthus, often labelled as ideologues, contributed frameworks that shaped global discourse on inequality, population, labour, and social justice. To erase them from academic memory is not just selective—it’s intellectually dishonest.
Their inclusion wasn’t about promoting one ideology over another but about exposing students to a spectrum of thought. If academic institutions stop encouraging intellectual plurality, they risk becoming echo chambers that simply mirror prevailing politics.
What Could Have Been Done Differently
If the aim was truly to Indianise or decolonise the curriculum—as has been cited in many recent reforms—it could have been done with scholarly rigour. Including Indian thinkers alongside global ones, offering critical engagement rather than replacement, and developing interdisciplinary modules that draw on Indian social realities would have strengthened rather than diluted the curriculum.
A meaningful curriculum reform should be inclusive, consultative, and pedagogically sound. Instead, these changes appear abrupt and top-down, with several faculty members alleging they were not adequately consulted. As one member remarked, “Modernisation cannot come at the cost of academic autonomy.”
The counter to a whitewashed curriculum should not be to do the exact opposite. Figures like Karl Marx are not just ideologists; their legacies extend beyond nation-states. They presented global ideas that remain relevant to Indian society, especially in an age grappling with inequality and labour rights.
And religion—while an important part of many societies—must never dominate education policy. When one faith is elevated in academic materials meant for students of all backgrounds, it chips away at the secular fabric of our democracy.
Replacing complex geopolitical issues with religious scripture is not only pedagogically flawed—it’s, frankly, a dangerous precedent.
New Programmes and Policy Decisions
Beyond the curriculum overhaul, DU has also announced the launch of a two-year M.A. in Journalism in both Hindi and English, and a BSc in Nuclear Medicine Technology, to be offered at the Army Hospital (R&R) for Armed Forces Medical Services personnel. The EC also introduced a new policy for determining teacher seniority, with age taking precedence over API scores when qualifications are equal.
A committee has been constituted to assess the implications of a DoPT circular mandating periodic review of employees aged 50 and above—raising concerns about forced retirement policies within the university system.
As the NEP rollout moves ahead, universities like DU need to walk the path wisely. Reforms should fuel learning, not push a story. Education isn’t meant to box students into ideologies—it’s meant to open minds, spark debate, and shape citizens who can think for themselves. Our classrooms should dig deeper, not go narrow. We can’t afford to swap knowledge for one-sided thinking.
Education
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
In a significant step towards multilingual education, the Central Board of Secondary Education (CBSE) has issued a directive asking all affiliated schools to begin mapping the mother tongues of students from pre-primary to Class 5. The move aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023, both of which advocate for the use of the child’s home language in early education.
In a circular dated May 22, CBSE encouraged schools to adopt the child’s mother tongue—or a familiar regional language referred to as R1—as the medium of instruction, particularly from pre-primary to Class 2. From Classes 3 to 5, students may either continue with R1 or be introduced to a second language (R2) for instruction.
While CBSE has previously recommended the use of mother tongue in classrooms, this circular signals a stronger push, potentially paving the way for it to become compulsory in the future. The Board has advised schools to start aligning their academic content with this change by the end of the summer break, although a flexible timeline has been offered.
The rationale behind this shift is grounded in research: young children grasp concepts better when taught in the language they speak at home. With NEP and NCFSE both promoting concept-based, multilingual learning, CBSE’s decision aims to make foundational education more accessible and meaningful.
To support this transition, schools are required to form NCF implementation committees by the end of May. These teams will oversee language mapping, adapt teaching materials, and coordinate teacher training for multilingual education. Starting in July, schools must also submit monthly progress reports, and academic observers may visit institutions to offer feedback and support.
NCERT has already made textbooks for Classes 1 and 2 available in 22 Indian languages, with higher-grade translations underway. The aim is clear—bring the school closer to the home, linguistically and emotionally, for India’s youngest learners.
Education
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
In a decisive step to protect students from the dangers of tobacco and substance abuse, the Ministry of Education has launched a nationwide enforcement campaign urging all States and Union Territories to make educational institutions completely tobacco- and substance-free zones. The announcement follows the 8th Apex Committee meeting of the Narco-Coordination Centre (NCORD), chaired by the Ministry of Home Affairs, which highlighted the urgent need to safeguard India’s youth.
The Department of School Education and Literacy (DoSEL), through Secretary Sanjay Kumar, has called for strict implementation of the Tobacco-Free Educational Institutions (ToFEI) guidelines. This month-long enforcement drive will begin on May 31, 2025—World No Tobacco Day—and continue until June 26, 2025, which marks the International Day Against Drug Abuse and Illicit Trafficking.
The move comes at a time when rising tobacco use among adolescents has become a growing concern. According to the Global Youth Tobacco Survey (GYTS-2), 2019, over 8.5% of Indian students aged 13–15 use tobacco in some form, and shockingly, 5,500 children in India start using tobacco every day. Studies have shown that tobacco is often a gateway to more dangerous forms of substance abuse, and its easy availability around schools further adds to the challenge.
To combat this, the ToFEI guidelines mandate a comprehensive nine-point action plan for schools and colleges, which includes the display of signage, awareness campaigns, inclusion of tobacco policies in the school code of conduct, and nominating tobacco monitors. However, two key activities that demand immediate support from local authorities are:
-
Marking a yellow line 100 yards around all educational institutions to designate them as tobacco-free zones.
-
Ensuring no tobacco sales within that 100-yard radius, in line with Section 6(b) of the Cigarettes and Other Tobacco Products Act (COTPA), 2003.
Local enforcement agencies have been urged to work with school authorities to implement these measures on the ground. A previous advisory from the Ministry of Home Affairs in November 2024 had already reinforced the need for strict action on these fronts.
The Ministry has also appealed for the involvement of teachers, parents, and School Management Committees (SMCs) in creating safer environments for students. Schools are encouraged to report any violations to the local police and help enforce the guidelines without fear of repercussions. States have been advised to develop a Standard Operating Procedure (SOP) to facilitate this process.
To raise awareness, the Ministry has launched the ‘World No Tobacco Day Awareness Quiz – 2025’ on the MyGov platform. Open from May 22 to July 21, the quiz is aimed at students, educators, and the general public to educate them about the dangers of tobacco in an engaging and informative way.
Link: https://quiz.mygov.in/quiz/world-no-tobacco-day-awareness-quiz/
As India strives to harness its youthful demographic for a healthier and brighter future, the Ministry’s campaign is a call to action—urging all stakeholders to come together and make educational spaces truly safe, healthy, and drug-free.
Education
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.
Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.
And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.
The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.
For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.
Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.
This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.
Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.
Kerala’s Department of Public Education is steering its schools in a direction few others in the country have ventured. With a growing emphasis on emotional well-being, civic sense, and digital discipline, the state has announced a series of reforms that aim to reframe the purpose and process of schooling in the 2025–26 academic year.
The most striking of these changes is the introduction of a two-week social awareness programme at the beginning of the school year for students from Classes 1 to 10, starting June 2. Higher secondary students will take part in a shorter version of the initiative from July 18. In this period, traditional textbooks will be set aside in favour of sessions that explore topics like drug abuse prevention, responsible social behaviour, emotional regulation, hygiene, gender sensitivity, and legal awareness.
The programme was designed in consultation with experts from the Police Department, Social Justice Ministry, Child Rights Commission, SCERT, and others, ensuring that content is both relevant and age-appropriate. Arts and sports will also be given space during this period, further promoting a holistic approach to education.
In addition to curriculum shifts, the department has issued a directive asking teachers not to create or share reels and videos on social media platforms during school hours. This move comes in light of growing concerns about distractions and the professional image of educators in the digital age.
These reforms reflect a deeper philosophical shift. Education Minister V Sivankutty’s vision seems to be one where schooling is not only about academic advancement but also about nurturing responsible, resilient individuals. While some critics may question the timing or implementation capacity of these reforms, the global education landscape suggests Kerala may be on the right track. Countries like Finland and New Zealand have already incorporated social-emotional learning and life skills into their core curricula, recognising that academic performance alone does not prepare students for an unpredictable world.
Are these reforms necessary? Given rising cases of student stress, substance abuse, and digital addiction, the answer may well be yes. By introducing these changes early in the academic calendar, Kerala is making a case for front-loading empathy, awareness, and life-readiness—concepts that are increasingly critical but often delayed in traditional schooling.
Whether this is a bold experiment or the beginning of a national shift remains to be seen. But there’s little doubt that other states will be watching closely.
Education Ministry Launches National Drive for Healthier, Safer Schools
Government School Enrolment Drops Across States, Centre Flags ‘Disturbing Trend’
Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act
PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education
University of Liverpool to Open First International Campus in Bengaluru by 2026
Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
Kerala Reimagines Schooling: Social Awareness Over Syllabi in Bold New Reforms
Mizoram Declared First Fully Literate State in India
Delhi Government Schools to Introduce ‘Kaushal Bodh’ Pre-Vocational Programme for Classes 6 to 8
Human (Soft) Skills: The Missing Piece in School Curriculums
CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
India-Turkey Relations Sour: Indian Universities Suspend Academic Ties Over National Security Concerns
Geopolitics in Classrooms: Why India’s Students Need to Understand the World Beyond Borders
UK’s New Immigration Rules: What They Mean for Indian Students
Maharashtra Launches Statewide Staff Mapping Drive for Schools
Indian Students Flock to Singapore, Ireland, and Dubai for Higher Studies: 38% Surge Recorded
John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education
Operation Sindoor and Operation Abhyaas: Navigating School Safety and Student Well-being Amid Rising Tensions
CUET-UG 2025 Likely to be Postponed, Fresh Dates Expected Soon
Pradhan Mantri Rashtriya Bal Puraskar 2025: Nominations Now Open for India’s Young Achievers
CBSE Finally Comes to Rancho’s School: Druk Padma Karpo Breaks a 24-Year Wait
India 2050: Are We Preparing for the World’s Youngest Classroom?
-
Education3 months agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
-
Education3 months agoHello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
-
Education3 months agoMaharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
-
Education3 months agoNagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
-
Education2 months ago“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
-
News2 months agoCBSE Warns Dummy School Students May Be Barred from Board Exams
-
Education2 weeks agoCBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
-
Education2 months agoIs Your School Following These Mandatory CBSE Committees?
-
Education1 month agoMaharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
-
Education3 months agoSunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
