In a world where a tweet can trigger diplomatic disputes and a trade ban can reshape global supply chains, understanding geopolitics is no longer just for diplomats—it’s for everyone. Yet, as Jaimine Vaishnav’s thought-provoking article, “Breaking Barriers: The Case for Rethinking Geopolitical Education in India,” highlights, Indian education remains stubbornly siloed. Students in fields like technology, design, or engineering are rarely encouraged to explore the world of international relations, cultural diplomacy, or the geopolitics of technology. But should they be?

For a country with one of the world’s largest and youngest populations, India’s education system is remarkably conservative in its approach to interdisciplinary learning. According to Vaishnav, fewer than 4.3% of India’s top technological institutions offer substantial coursework in international relations. Even among design schools, a mere 2.7% address the intersection of aesthetics and global diplomacy. In a world where design is soft power and technology is a geopolitical weapon, these numbers reflect an alarming disconnect.

Why Geopolitical Education Matters—Everywhere

Geopolitics is not just about borders or foreign policy. It is about understanding how power, culture, economics, and technology influence every aspect of our lives. When a design student learns about cultural diplomacy, they understand that a logo is not just branding—it is a statement of national identity. When a technology student grasps the concept of data sovereignty, they realise that code can be a tool of influence.

This disconnect between classrooms and the real world was dramatically highlighted recently when tensions escalated between India and Pakistan following Operation Sindoor. As cross-border hostility intensified, schools in border districts of Punjab, Rajasthan, and Jammu & Kashmir were the first to shut down. Students stayed home, and classes were suspended until further notice, only resuming yesterday. In this tense environment, education was not just disrupted—it became a casualty of geopolitics.

Education is Political—Always Has Been

Vaishnav’s article brilliantly exposes the myth that education can be apolitical. When students are taught to code without understanding digital ethics, when engineers learn to build without considering sustainability, and when designers are trained without a sense of cultural context—they are being educated in a vacuum.

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Today, social media algorithms can incite communal hatred, artificial intelligence can reflect racial bias, and a diplomatic tweet can tank a company’s stocks. Education that ignores these connections leaves students unequipped for the real world.

What can we do? We need to reimagine interdisciplinary education as not just an add-on but a foundational framework. Students must learn to navigate the world with an understanding of how global and local forces intersect. This isn’t just an academic preference—it’s a survival skill.

At ScooNews, we believe education is not just about memorising facts but about making sense of the world. Jaimine Vaishnav’s article is a timely reminder that the most important thing we can teach our students is how to think—and that means thinking beyond silos.

Read the full article by Jaimine Vaishnav here: [Breaking Barriers: The Case for Rethinking Geopolitical Education in India]

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Indian students aspiring to study in the United Kingdom may face new challenges following the UK government’s announcement of stricter immigration rules. Under a new Immigration White Paper revealed by British Prime Minister Keir Starmer, several visa categories, including student visas, are set to undergo significant changes.

What’s Changing for Indian Students?

One of the most notable changes is the reduction of the Graduate Route visa from two years to 18 months. This visa, which allows international students to work in the UK after completing their studies, has been a popular choice among Indian students. As the largest group of Graduate Route users, Indian students may now find it harder to gain sufficient work experience in the UK before their visa expires.

Additionally, the new rules double the standard period for settlement status eligibility from five years to 10 years. This means international students and their dependents will now need a longer stay before they can qualify for permanent residency.

The new regulations also impose stricter English language requirements, with students and their dependents expected to demonstrate language improvement as part of their visa conditions. This could add pressure on non-native speakers to meet higher proficiency standards.

Student Voices and Concerns

The National Indian Students and Alumni Union UK (NISAU) has expressed mixed reactions to the changes. While they are relieved that the Graduate Route has been retained, they have raised concerns about the potential impact on Indian students, who rely on this route for international work experience.

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“Panic must not be allowed to set in among current and prospective students. Immediate clarity is needed on who is affected and how,” NISAU stated.

With these new rules, Indian students must carefully plan their UK education journey, considering the limited work window and the extended path to settlement.

In a move aimed at ensuring transparency and accountability, the Maharashtra School Education Department has initiated a comprehensive mapping of all teaching and non-teaching staff positions across government and aided schools in the state. This major exercise will align all staff posts with the approved ‘Sanction Structure’ and validate these positions against salary records in the state’s official payment processing system, Shalarth.

Mapping for Accountability

According to a recent report by Hindustan Times, the Maharashtra government has issued directives to all government, fully-aided, and partially-aided secondary schools, directing them to complete this mapping process by the end of June 2025. The initiative will involve verifying every teaching and non-teaching position against the Sanction Structure and matching these with salary records on the Shalarth portal, which is used for processing staff payments.

The mapping process will leverage an Application Programming Interface (API) developed by the National Informatics Centre (NIC), allowing the education department to cross-check the data submitted by schools for accuracy. Schools will be required to upload a PDF copy of their completed Sanction Structure mapping before the release of July salaries in August. Any institution failing to comply will face salary disbursement restrictions.

This exercise is a direct response to growing concerns about financial mismanagement in school staffing, including payments made to unauthorised or non-existent employees. The education department has made it clear that strict action will be taken against schools and staff who fail to comply with the new data submission guidelines. Salaries will be withheld in cases where schools delay or neglect the mapping process.

A senior education officer, speaking on condition of anonymity, told Hindustan Times, “We are taking a data-driven approach to ensure that only legitimate employees are drawing salaries from government funds. The mapping of posts and salary systems will bring transparency and accountability at every level.”

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Implications and Potential as a National Model

This initiative has the potential to become a model for other states seeking to ensure transparency in education funding. If successful, the mapping drive can eliminate the problem of “ghost employees,” ensure the fair distribution of government funds, and prevent the influence of politically-backed illegal appointments. However, it also places significant pressure on school administrations, which must ensure complete and accurate data submission.

While the drive promotes accountability, there is a risk of administrative overload, especially in remote or understaffed schools. The use of digital tools, such as the API integration with Shalarth, is a positive step, but effective implementation will depend on user training and technical support.

If proven effective, Maharashtra’s staff mapping initiative could serve as a blueprint for other states in India to adopt a similar approach, ensuring that education funds are used solely for legitimate purposes.

Indian students are increasingly looking beyond traditional study-abroad destinations like the United States, United Kingdom, and Australia. According to a recent report by Gradding.com, a study-abroad platform, the number of Indian students choosing countries like Singapore, Ireland, and Dubai has surged by 38%. This trend marks a significant shift in the preferences of Indian students seeking global education.

While the US, UK, and Australia have long been popular choices, the tightening of immigration policies and restrictive post-study visa rules in these countries have caused a decline in student interest. Canada experienced the biggest drop in Indian student enrollments at 41%, followed by the UK with a 27.7% decline and the US with 13%. In contrast, Singapore, Ireland, and Dubai have become preferred alternatives due to their globally recognised institutions, affordable education, and strong job markets.

Mamta Shekhawat, founder of Gradding.com, highlighted the changing landscape, stating, “The evolving preferences of Indian students reflect a transformative shift in global education dynamics. With destinations like Singapore, Ireland, and Dubai offering quality education, affordability, and strong career prospects, we’re witnessing a more informed and strategic approach to overseas education.”

The numbers reinforce this shift. The total number of Indian students studying abroad rose from 750,365 in 2022 to 892,989 in 2023, with a notable increase in those opting for lesser-explored destinations. Singapore, for instance, recorded a 25% year-on-year growth in Indian student enrolment.

The rise of these new destinations is attributed to their student-friendly policies, industry partnerships, and focus on emerging sectors such as finance, technology, and healthcare. As Indian students continue to explore alternative destinations, universities in Singapore, Ireland, and Dubai are expected to see a steady influx, reshaping the global education map.

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For John B. King Jr., former U.S. Secretary of Education, school wasn’t just a place—it was a lifeline. In his newly released memoir, Teacher By Teacher: The People Who Change Our Lives, King traces his journey from a grief-stricken child in New York to the corridors of educational leadership in Washington, D.C. But while the book is rooted in the American educational experience, its messages about the impact of teachers resonate far beyond U.S. borders.

In an exclusive interview with Education Week’s Sam Mallon on May 5, 2025, King reflected on his memoir, the teachers who shaped his life, and the ongoing challenges educators face worldwide.

A Childhood Saved by Teachers

King’s story is a testament to the power of mentorship. Following the death of his mother and his father’s battle with Alzheimer’s, school became King’s sanctuary. “Teachers saved my life,” he shared, recalling how educators believed in him, nurtured his potential, and gave him hope even when the world outside seemed dark.

From those formative years, King went on to earn degrees from Harvard, Columbia, and Yale. His career as a teacher, school principal, education policymaker, and eventually, U.S. Secretary of Education became a journey of giving back. The memoir celebrates not only King’s personal resilience but the quiet heroism of teachers everywhere.

Former Secretary of U.S Education John King. Image Source- EducationWeek

While King’s book is anchored in American education, the messages it carries are universally relevant. Teachers worldwide are grappling with challenges—overcrowded classrooms, mental health issues among students, and ever-changing education policies. In his interview with Education Week, King highlighted how schools must be more than academic factories. They must be safe havens, places of healing, and hubs of inspiration.

King advocates for “trauma-informed practice”—an approach where teachers are equipped to understand and support students facing emotional challenges. This is a lesson that transcends borders, as schools globally encounter rising mental health concerns among students.

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Teacher Evaluations and Policy Pressures

King’s time as U.S. Secretary of Education was marked by ambitious reforms—from implementing the Every Student Succeeds Act (ESSA) to pushing for more rigorous teacher evaluation systems. But looking back, he acknowledges a key lesson: change cannot be forced without teacher buy-in.

“Teachers can’t be bombarded with reforms,” he explained. Change must be gradual, and educators must feel a sense of ownership over new policies.

King’s narrative is ultimately about hope. In his memoir, he shares how a single teacher’s encouragement can change a student’s life trajectory. He recalls how his father’s legacy as New York’s first Black deputy schools chief was kept alive by a former student who, years later, shared how impactful his father’s teaching was.

Teaching is more than a job—it is a calling. It is a force for social good, a platform for mentorship, and a means to nurture the next generation of thinkers, leaders, and dreamers. King’s Teacher By Teacher is a reminder that educators everywhere have the power to transform lives, often without even knowing it.

Though written from an American perspective, Teacher By Teacher is a love letter to educators everywhere. It is a call to support teachers, to understand the pressures they face, and to recognise the life-changing impact they can have on their students.

For a world that often takes teachers for granted, John King’s memoir is a reminder of the heroes who stand at the front of every classroom, ready to make a difference.

Excerpts referenced in this article were taken from John King's exclusive interview with Education Week on May 5, 2025, in Washington, conducted by Sam Mallon for Education Week.

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In the wake of escalating tensions between India and Pakistan following the April 22 Pahalgam terror attack, the Indian government has launched Operation Sindoor, targeting terrorist infrastructure across the border. This military action has prompted heightened security measures nationwide, including the closure of schools in several border districts and the initiation of Operation Abhyaas—a nationwide civil defence mock drill aimed at bolstering emergency preparedness.

As a precautionary step, educational institutions in border districts of Punjab (Ferozepur, Pathankot, Fazilka, Amritsar, Gurdaspur), Rajasthan (Ganganagar, Hanumangarh, Bikaner, Jaisalmer, Barmer), and Jammu & Kashmir have been temporarily closed. These closures aim to ensure the safety of students and staff amid potential cross-border hostilities. 

Operation Abhyaas: Enhancing Emergency Preparedness

Simultaneously, the Ministry of Home Affairs has initiated Operation Abhyaas, a comprehensive civil defence exercise conducted across 244 districts. This drill encompasses activities such as air-raid siren tests, blackout simulations, evacuation procedures, and public training sessions. In Delhi, for instance, 55 locations are participating in the drill, involving students, teachers, and civil defence volunteers. 

Addressing Student Anxiety and Promoting Well-being

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The current climate of uncertainty and the implementation of mock drills can understandably lead to anxiety among students. Educators and school administrators play a pivotal role in mitigating these concerns:

• Open Communication: Provide age-appropriate explanations about the drills and current events, reassuring students about the measures taken for their safety.

• Emotional Support: Encourage students to express their feelings and provide support through counseling services or designated safe spaces within the school.

• Routine and Normalcy: Maintain regular school routines to provide a sense of stability and normalcy for students.

• Parental Involvement: Engage with parents to keep them informed and involved in addressing their children’s concerns.

While the current geopolitical situation necessitates heightened security and preparedness, it is crucial to balance these measures with the emotional and psychological well-being of students. Through proactive communication, support, and engagement, educators can help students navigate these challenging times with resilience and understanding.

The Common University Entrance Test for Undergraduate admissions (CUET-UG) 2025, originally scheduled to commence on May 8, is likely to be postponed, according to sources close to the National Testing Agency (NTA). While an official confirmation is still awaited, fresh dates for the examination are expected to be announced shortly.

The delay follows the recently concluded NEET-UG examination—an extensive exercise that required significant logistical oversight, especially as NEET had faced scrutiny last year over alleged integrity lapses.

Despite the approaching exam date, the NTA has yet to release the subject-wise date sheet for CUET-UG 2025, adding to the anticipation and confusion among over 1.35 million applicants—marking the highest-ever number of registrations for the exam since its inception.

This year, CUET-UG will be conducted exclusively in Computer-Based Test (CBT) mode, signifying a notable departure from the hybrid format adopted in 2024. The hybrid model was introduced to accommodate varied digital access across regions, but also led to logistical complications. In fact, the 2024 CUET-UG exam was abruptly cancelled across Delhi the night before it was scheduled due to operational constraints.

The first edition of CUET-UG in 2022 was marred by technical issues and inconsistencies across multiple shifts, necessitating a complex score normalisation process. The shift to a fully CBT format this year is expected to streamline operations, but the current delay and lack of clarity raise questions about preparedness.

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As undergraduate admissions in central universities and several private institutions are now tied to CUET-UG, any delay in the exam calendar has a cascading effect on the academic schedule.

Students and stakeholders are advised to monitor the official NTA website for updates on the revised dates and examination guidelines.

The Ministry of Women and Child Development, Government of India, has officially opened nominations for the prestigious Pradhan Mantri Rashtriya Bal Puraskar (PMRBP) 2025, a national-level award that celebrates the exceptional achievements of children across the country. The last date to submit nominations is 31st July 2025, and applications must be submitted online via the official Rashtriya Puraskar Portal.

Open to children aged between 5 and 18 years as on 31 July 2025, the PMRBP recognises outstanding contributions in six categories: Bravery, Social Service, Environment, Sports, Art & Culture, and Science & Technology. Children may be nominated by individuals or institutions, and self-nominations are also allowed.

To apply, nominators must register on the Rashtriya Puraskar Portal with essential details such as name, date of birth, contact information, and Aadhaar number. After logging in, users must select “Pradhan Mantri Rashtriya Bal Puraskar 2025” under the ongoing nominations section. The application requires a detailed description (maximum 500 words) of the nominee’s achievement and its societal impact, along with supporting documents and a recent photograph.

Do you know a young hero whose story can inspire the entire nation?
Nominate them today at 👉 https://t.co/7nl4GXleo8
Hurry! The last date to submit is 31st July 2025.#PMRBP2025 #VeerBaalDiwas@PIBWCD | @mygovindia | @PMOIndia | @EduMinOfIndia pic.twitter.com/i3gVto5gzh

— Ministry of WCD (@MinistryWCD) May 2, 2025

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The award, conferred annually by the President of India at a ceremonial function in New Delhi, is regarded as one of the highest civilian honours for children. It aims to inspire India’s youth by showcasing exemplary stories of courage, innovation, and leadership among peers.

At a time when young people are shaping conversations on climate, technology, arts, and inclusive change, initiatives like the PMRBP are a powerful reminder that excellence can begin early—and deserves national recognition.

For detailed eligibility criteria and application guidelines, visit https://awards.gov.in.

Over two decades since it first opened its doors to the children of the mountains, Druk Padma Karpo School in Ladakh—popularly known as Rancho’s School from the iconic film 3 Idiots—has officially received affiliation from the Central Board of Secondary Education (CBSE). This marks a significant milestone for the cold desert institution that has long stood at the intersection of innovative education and cinematic fame.

A Long Journey to Recognition

Founded in 2001 and lauded for its unconventional teaching methods and sustainable campus, the school was until recently affiliated with the Jammu and Kashmir State Board of School Education (JKBOSE). Despite meeting high academic and infrastructural standards, the school faced delays in securing the necessary No Objection Certificate (NOC) from JKBOSE.

“We had been trying to get CBSE affiliation even before Ladakh became a Union Territory,” shared Principal Mingur Angmo. “Now, with the affiliation in place, our first batch of Class 10 students has already appeared for their CBSE board exams.”

The affiliation brings with it new opportunities: the school is preparing to expand its offerings up to Class 12 by 2028 and is currently training its teachers to align with CBSE’s evolving curriculum—especially in the wake of the National Education Policy 2020 (NEP 2020).

Where Cinema Meets Classroom

Made famous as the backdrop for several scenes in 3 Idiots, including the now-legendary “Rancho’s Wall,” Druk Padma Karpo has become a frequent stop for tourists visiting Ladakh. The wall was relocated in 2018 to reduce disruptions to the school’s learning environment, but its legacy continues.

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Even today, visitors are occasionally allowed to witness school activities, like student-led mock elections and sustainability projects. The school’s philosophy blends hands-on learning with real-world problem-solving—long before such practices became policy prescriptions.

A Symbol of Change for Ladakh’s Schools

The CBSE affiliation is more than a moment of celebration for Druk Padma Karpo—it sets a precedent for other schools in Ladakh still affiliated with JKBOSE. With discussions about forming a separate territorial education board underway, this development might serve as a roadmap for institutions in similar limbo.

More importantly, CBSE affiliation opens pathways for Druk Padma Karpo’s students to pursue higher education and career opportunities across India and abroad, thanks to the broader recognition of the national board’s credentials.

As Principal Angmo noted, “Our approach to education has always been different—focused on understanding rather than rote learning. With CBSE now also moving towards competency-based teaching after NEP, we’re optimistic about merging our ethos with national reforms.”

The story of Druk Padma Karpo School is a reminder that good education can come from the most unexpected places—sometimes even from a windswept plateau framed by the Himalayas. With its blend of tradition and transformation, the school now embarks on a new chapter—one where storytelling, cinema, sustainability, and structured pedagogy go hand in hand.

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By the year 2050, India is expected to be home to the largest population of children in the world—an estimated 350 million. That’s nearly the entire population of the United States, but all under the age of 18.

This projection, from UNICEF’s State of the World’s Children 2024 report, is more than just a statistic—it’s a call to action. As the demographic centre of the world’s children shifts firmly toward South Asia, and particularly India, the pressure on educational systems, teacher preparedness, and infrastructure is mounting. The big question is: Are we ready?

The Numbers Behind the Challenge

According to the report, while the global child population will remain relatively stable at 2.3 billion in the 2050s, regional distributions are changing dramatically. South Asia, including India, will continue to shoulder a significant share, even as fertility rates fall in other parts of the world.

India alone is projected to have:

• 350 million children under the age of 18 by 2050

• 14.9% of the global child population

• A drop of 106 million children compared to early 2000s figures, but still the largest youth population worldwide

Despite this, a substantial proportion of these children will live in economically disadvantaged conditions. The report notes that the number of children in today’s low-income countries is expected to double, and 23% of the global child population will live in these regions by the 2050s—up from just 11% in the 2000s.

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A System Under Strain

The implications for India’s schooling system are significant. Even today, the challenges are visible: overcrowded classrooms, teacher shortages, and disparities in access to quality learning, especially in rural and marginalised communities. If this is the reality now, one can only imagine the stress an additional 350 million young minds will put on the system without robust intervention.

To meet this demographic surge, India must accelerate investments in:

• School infrastructure: New schools, more classrooms, better facilities.

• Teacher recruitment and training: Prioritising not just numbers, but competency-based teaching skills.

• EdTech and blended learning: With thoughtful integration—not replacement—of classroom learning, digital tools can help bridge accessibility gaps.

• Early childhood education: Foundational learning cannot be delayed. A larger young population needs stronger ECCE (Early Childhood Care and Education) implementation.

Curriculum That Looks Forward

With more children set to live in urban areas by 2050—three out of five, globally—the way education is designed will need to adapt to rapidly urbanising societies. This isn’t just about adding schools in cities. It’s about rethinking the curriculum for a generation that will grow up digitally native, climate-conscious, and globally connected.

Curriculum designers will need to move beyond rote learning and into 21st-century skills: critical thinking, emotional intelligence, environmental literacy, and AI readiness. It also means preparing children to live in an ageing society, where intergenerational support systems might look very different from today.

The Teachers of Tomorrow

The report highlights that dependency ratios—the number of dependents (children and elderly) per working-age adult—will remain high in regions like South Asia. This makes the role of teachers not just instructional, but transformational. Teachers will be frontline policymakers, social workers, and innovators all rolled into one.

Investing in teacher training today means investing in the emotional, cognitive, and social development of future generations. This also includes mental health support for both students and educators, as the pressures of this shift begin to take hold.

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Why the World is Watching India

India’s role on the global education stage is about to become even more prominent. With the largest share of the world’s children, its policies, pilot programmes, public-private partnerships, and pedagogy will shape not only its own future—but serve as a model (or a warning) for the rest of the world.

UNICEF’s report urges governments to act now, not later, to shape the future. The youngest future belongs to India. Whether it’s a dividend or a disaster depends on the choices we make today.