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Countries that invest in education, build strong consumer economies, have democratic institutions to deal with social change will benefit: Vice President
The Vice President of India, Shri M. Hamid Ansari has said that the countries that have invested in educating their populations, built strong consumer economies, and have democratic institutions that can deal with social change will benefit.
The Vice President of India, Shri M. Hamid Ansari has said that the countries that have invested in educating their populations, built strong consumer economies, and have democratic institutions that can deal with social change will benefit. He was delivering the Lecture at the Yerevan State University, Yerevan, Armenia today. The Minister of Education and Science, Armenia, Mr. Levon Mkrtchyan, the Vice-Rector of Yerevan State University, Mr. Gegham Gevorgyan and other dignitaries were present on the occasion.
The Vice President said that some of the newer technologies that would impact on human progress relate to energy, cyber technology, robotics, artificial intelligence, quantum mechanics, gene-editing and space exploration. All of these have geopolitical implications in the future, he added.
In recognition of his outstanding public and political achievements and his contribution to development of India-Armenia relations, the Vice President was awarded with a degree of Honorary Doctor of the Yerevan State University.
Following is the text of Vice President's Lecture:
" I am happy to be in this enchanting city and grateful to the Rector and the faculty of the Yerevan State University for inviting me today.
I have come to a land some distance from India but not far from the individual and collective memory of Indians. I myself was born in Calcutta (now Kolkata), and spent many years in the city. Amongst its historic features are Armenian churches and other signs of its Armenian inhabitants. Father Michael Chamich’s History of Armenia was translated and published in Calcutta in 1827. More recently, historians like Mesrovb Jacob Seth and George Bournoutian have recorded the Armenian contribution in India to trade and commerce as to various cultural and charitable activities.
Less known but nevertheless a part of spiritual history of my land is the personality of Armenian descent known in medieval chronicles as Sarmad, a mystic of who travelled from somewhere in this region to India, led an unconventional life and was executed for blasphemy in 1660 because he espoused a creed that distinguished between states of ‘negation and affirmation’. One of the leaders of our freedom movement and a close aide of Mahatma Gandhi, Abul Kalam Azad, was deeply influenced by Sarmad’s free thinking and humanitarianism.
It is thus evident that well before modern times; the flow of people, trade and ideas was not an unusual occurrence. My purpose today, however, is to talk about the future, not the past.
The older generation in this audience knows and the younger ones have been told that the 20th century was a period of organized insanity characterized by metamyths and megadeaths. These led an eminent historian to conclude that ‘our world risks both explosion and implosion;’ hence ‘it must change’.
The expectation that the changes in the last decade of the century would bring forth a more harmonious world in which international cooperation in solving international problems would be addressed by peaceful means in conformity with the principles of justice and international law did not materialize. On the contrary, older patterns of thought and practice persisted and, aided by newer technologies, resulted in explosions as well as implosions in different parts of our world. The promise of globalization also showed its limitations; the financial crisis of 2008 demonstrated, in the words of one analyst, a ‘systemic vulnerability to unregulated greed.’ Both, in the final analysis, exhibited failures of governance at national and global levels.
Nor was the crisis limited to matters strategic and financial. Climatic catastrophes and pandemics demonstrated the vulnerability of human existence to forces beyond its control despite the immensity of scientific advances.
The conclusion is unavoidable that individuals, societies, and the global community as a collective, need to re-think the parameters of their future. In this endeavour, the first step necessarily is to identify the likely challenges; the next is to assess the impact that scientific and technological advancement would have in resolving them; and the third would be to assess their impact on our lives and patterns of behavior. Our focus has to be on the possible and the probable; however, the possibility cannot be excluded of delving into the preferable and the undesirable.
I hasten to add that there is nothing unique about such speculative ventures. All through recorded history, the human mind has sought to visualize both utopias and doomsday scenarios. I am nevertheless emboldened to venture down this path today in the presence of a youthful audience eager to dream of a better world.
A general categorization of challenges to our world of today is premised on a normal desire to live, live well, live in peace, live without human or natural threats. The devil, as always, is in details. The right to live, universally conceded as a basic human right, implies the right to breathe, to food and water, to health. These, together, necessitate sustainable development and the need to address the totality of challenges of climate change. Alongside are the problems of population, disease, energy and resources.
Supplementary to these, but inseparable from them, are all the requirements that humankind, by virtue of being both social and political creatures, need for living in society, be it local, national or global and the growing realization that these challenges transcend national boundaries and can only be addressed through global cooperation in which burden sharing is equitable. Consequently, the old doctrines and dogmas of national decision-making, and state sovereignty stand abridged in good measure.
These emerging imperatives have two-fold implications: technological and socio-political.
Today, more than ever before, there is a general realization in all societies that solutions have to be sought through science and technology. The prospects are fascinating in some respects, disturbing in others.
Some of the newer technologies that would impact on human progress relate to energy, cyber technology, robotics, artificial intelligence, quantum mechanics, gene-editing and space exploration. All of these have geopolitical implications in the future.
Allow me to dilate on the implications of some of these.
Human civilization, as it has developed, is energy-centric and newer technologies would increase our demands of energy. The 20th century was the century of hydrocarbons. Towards the end of the century it was realized that hydrocarbon resources were finite and this had political implications in terms of global tussles.
The big shock to the energy industry came with ‘fracking’, a new set of techniques and technologies for extracting more hydrocarbons from the ground. Though there are concerns about environmental damage, these increased the outputs of oil and gas, caused the usurpation of old-line coal-fired power plants, and dramatically reduced dependence of some countries on foreign oil.
Scientists also came forth with other sources, principally nuclear. It has its benefits and challenges.
The demand for clean energy is growing. Solar and wind are now advancing on an exponential curves. Every two years, for example, solar installation rates are doubling, and photovoltaic-module costs are falling by about 20 percent. Even without the subsidies that governments are phasing out, present costs of solar installations will, by 2022, halve, reducing returns on investments, to less than four years. By 2030, solar power will be able to provide 100 percent of today’s energy needs; by 2035, it will seem almost free — just as cell-phone calls are today.
A tantalizing prospect emerged when men of science looked beyond the planet Earth. Many years ago Soviet astronomer Nokolai Kardashev propounded the theory of stages of civilization in terms of sources of energy and categorized the present, based on fossil sources, as sub-zero type, to be followed by Type I that would harness power of an entire planet, Type II from a star and Type III from a galaxy.
As futurist Ray Kurzweil says, when an exponential technology is at one percent, you are halfway to 100 percent, and that is where solar and wind energies are now. Another surge of growth would spell the imminent extinction of the fossil-fuel industry, and with it the geo-strategic significance that hydrocarbon rich states have enjoyed. This will have a cascading impact on the regional security architectures in many parts of the world as well as pan-global ramifications.
Cyber technology has overwhelmed us and its impact on every level of human organization is evident. It is not threatening in itself but most societies are already beginning to cope with threats emanating from it. The very benefits of its use in social, financial, industrial and military sectors have, as one strategic thinker has observed, ‘revolutionized vulnerabilities.’
Robotics and digital manufacturing are no longer on distant horizon and have implications for countries and economies. The outsourced world manufacturing to Asia, which fuelled the economic revival in Asia and created massive demands for energy and other material resources, will likely diminish as robotic factories and other disruptive manufacturing techniques like 3-D printing become cheaper and widely available. Foxconn has already announced that it would replace most of its workers with robots. A newer generation of robots such as ABB’s Yumi and Rethink Robotics’ Sawyer are dexterous enough to thread a needle and cost as much as a car does. Robots are also uniformly productive irrespective of geography. As manufacturing centres will shift closer to consumption centres, the geostrategic significance of trade routes and demand for transportation will also diminish.
These changes can create long term downward wage pressure on the present day manufacturing led economies. It will also drive down commodity and energy prices, and could result in destabilization of some economies. This can have a cascading effect, as strong, global deflationary force will impact all economies. Some governments may attempt to impose reactionary Protectionism. They may increase human wages which in the end may just increase the rate at which cheaper machines permanently replace human workers.
Technological developments will have a deep impact on the socio-economic structure of society. Greater automation can free a larger number of people from the drudgery of repetitive tasks, providing more leisure. Introduction of measures like universal basic income and taxation of machines may demand a very different fiscal mechanism from that what we have today. On a positive note, greater leisure time can open the possibility of a larger number of people taking to creative pursuits, searching for new knowledge and to the deepening of our understanding of the universe. On the other hand, more leisure can also lead to greater hedonism and pursuit of more selfish goals. To ensure that humanity treads the path of positive, we may require a universal set of values and belief system.
The geopolitical implications of these changes are far reaching. The US economy will reinvent itself just as does every 30-40 years; it is, after all, leading the technology boom. Yet, others are not far behind. The Economist magazine indicated last month that in the field of quantum computing and quantum cryptography, the list of patent pending applications is headed by China, not the United Sates. Economic historians have also drawn attention to the fact that in the span of world history, the distinction between industrialized and developing countries, or rich and poor countries, is relatively recent. It is not a constant and has been changing in recent decades.
Technology and its applications is one aspect of the matter; the human response to it is another. This galloping new world has already demonstrated that traditional frontiers of thought and action are no longer sacrosanct. At the same time, it is evident that the impact of new techniques and technologies would not be uniform in all societies since they are at different levels of development and do not have equal capacities of absorption.
How then do these societies and their state structures respond to them?
It is evident that countries that have invested in educating their populations, built strong consumer economies, and have democratic institutions that can deal with social change will benefit — because their people will have had their basic needs met and can figure out how to take advantage of the advances in technology.
At the same time, domestic correctives would be most productive if they are accompanied by a genuinely reformed world that is global, structural and juridical, an order that transcends the perspective and requirements of any one region or nation. Only then would actions of countries be harmonized in the attainment of common ends.
It is a distant horizon towards which we must continue to walk. As young people, you have the will and capacity to do so, for your own good and for humanity at large.
Thank You."
Language evolves at a rapid pace, and the younger generation—Gen Z and the emerging Gen Alpha—are taking it to new heights. Social media platforms like TikTok and Instagram have become hotbeds for linguistic innovation, where abbreviations, slang, and newly minted words emerge faster than ever before. Words like “brb,” “slay,” “sus,” and even Oxford’s Word of the Year 2024, “brain rot,” are part of their everyday vocabulary. But amidst this linguistic whirlwind, one question arises: Are teachers catching up?
A Gap in Communication
Imagine a classroom where a student says, “brb! Wanna use the washroom,” and the teacher pauses, unsure of the abbreviation. Such scenarios highlight a communication gap. Research consistently shows that effective communication between students and teachers fosters trust, engagement, and better learning outcomes. According to a 2022 study by Education Week, students who feel understood by their teachers are 45% more likely to excel academically and 30% less likely to skip classes.
However, understanding Gen Z’s and Gen Alpha’s linguistic trends isn’t just about learning a dictionary of slang—it’s about bridging a generational divide and fostering mutual respect.
Tackling the Language Gap
- Training Teachers on Evolving Language
One way to address the gap is to provide teachers with targeted training sessions that focus on the language trends of younger generations. These sessions could include decoding popular abbreviations, slang, and even cultural references that dominate social media. This approach can help teachers stay relevant and avoid miscommunication. However, with mounting academic and emotional responsibilities, many educators might find such training an added burden. - Building Relationships Through Interaction
A more organic solution lies in fostering better teacher-student relationships. By engaging in informal conversations with students, teachers can learn their language naturally. This approach not only helps teachers understand evolving slang but also humanises them in the eyes of their students, fostering trust and relatability. Interacting with students on their terms creates a classroom culture of mutual respect and understanding.
The Role of Language in Education
Language is more than just a tool for communication—it shapes relationships and builds cultural bridges. The words of the year like “manifest” and “brat” represent not only linguistic trends but also cultural shifts towards empowerment, individuality, and self-expression. Teachers who understand this language can better connect with their students, appreciating the unique values and pressures they face.
The Words of the Year 2024—‘brain rot’, ‘manifest’, ‘brat’, and ‘demure’—offer educators a glimpse into the psyche of today’s youth.
For example, ‘brain rot’ reflects Gen Z’s awareness of digital overconsumption, while ‘manifest’ underscores their optimism and drive for self-improvement. A teacher who grasps these nuances can integrate them into lessons and discussions, creating a more engaging learning experience.
Ultimately, understanding the language of younger generations is a two-way street. While teachers can make an effort to decode Gen Z and Gen Alpha slang, students too can adapt to bridge the gap. The key lies in fostering dialogue and mutual respect, ensuring that language differences become a point of connection rather than a barrier.
As language continues to evolve at a breakneck pace, the classroom must remain a space where both students and teachers feel heard and understood. By embracing change and prioritising communication, education can keep up with the times while maintaining its core values.
Education
CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026
The Central Board of Secondary Education (CBSE) is set to introduce a two-level structure for Science and Social Science subjects in Classes 9 and 10, starting from the 2026–2027 academic session. This move follows the successful implementation of two-level mathematics examinations—Standard and Basic—for Class 10 students in the 2019–2020 session.
The decision aligns with the National Education Policy (NEP) 2020, which advocates offering subjects at varying difficulty levels to reduce academic pressure and counter the coaching culture. The proposed structure aims to give students the option to study some subjects at a higher level while taking others at a standard level.
Key Details of the Plan
According to Hindustan Times, the CBSE curriculum council has already approved the proposal, and final approval from the Board’s governing body is awaited. The initiative seeks to empower students who demonstrate an aptitude for Science and Social Science to study these subjects in greater depth before transitioning to Class 11.
For Mathematics, which currently offers two levels, the syllabus remains the same for both Standard and Basic levels, but the difficulty and format of the question papers differ. A similar approach is likely for Science and Social Science, although details are yet to be finalised. Advanced-level students may be provided with supplementary learning resources, alternative textbooks, or the same textbooks with additional challenges and problems.
Implementation Framework
The implementation of this two-tier system depends on the development of updated textbooks by the National Council of Educational Research and Training (NCERT). As part of the ongoing curriculum reform under NEP 2020, the NCERT has already released new textbooks for Classes 1, 2, 3, and 6, with materials for Classes 4, 5, 7, and 8 expected in the 2025–2026 academic year. Education Minister Dharmendra Pradhan has indicated that all updated textbooks are likely to be available by January 2026.
Students will likely have a window to choose between the standard and advanced levels and may be allowed to switch within a stipulated timeframe. The advanced level could include longer study hours and distinct question papers for Board examinations.
By offering this flexibility, the CBSE aims to provide students with opportunities tailored to their abilities, enabling them to excel academically without undue stress.
Education
Jaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts
The Jaipur History Festival (JHF), an annual event organised by the Maharaja Sawai Man Singh II Museum Trust, is set to host its 2024 edition from 3rd to 6th December at the iconic City Palace in Jaipur. Established in 2017, the JHF has become a flagship event in India’s cultural calendar, earning widespread recognition from educational institutions, policymakers, and media alike. This year’s theme, “Financial Literacy Through Folk Arts,” promises an engaging blend of tradition and modernity, offering innovative learning experiences for over 10,000 students and educators.
A Groundbreaking Theme: Financial Literacy Through Folk Tales
The 2024 festival theme uniquely integrates financial literacy into education through the rich tradition of Indian and global folk tales. Stories from the Panchatantra, Jataka tales, Akbar-Birbal, Sheikh Chilli, Mulla Nasruddin, Tenali Rama, and Munshi Premchand’s literary classics will serve as mediums to impart essential financial skills. Lessons on budgeting, saving, and understanding the distinction between needs and wants will be creatively woven into folk art performances, ensuring that students grasp these critical concepts in an engaging, memorable way.
Aligned with the National Education Policy (NEP) 2020, this initiative emphasises values-based education while nurturing practical skills like wealth management and fraud prevention. The programme targets primary and secondary school students, fostering early financial literacy to help shape a generation of financially savvy individuals.
Festival Highlights
The four-day festival will feature a diverse array of performances, workshops, and exhibitions, including:
- Plays based on Munshi Premchand’s works like Nirmala, Kafan, and Gaban.
- Traditional art forms such as Dastan-e-Goi, Kathak recitals, and Rajasthani folk dances.
- Live music performances in Hindi, Marwari, and English, focusing on financial literacy themes.
- Craft workshops and installations, including kites, puppets, Kalighat paintings, and paper mache models.
- Interactive exhibits, such as Rashmi Rath (E-Car), bioscopes, and Jantar Mantar sundial paper models.
- Workshops on modern educational tools like AI-powered graphic generation and business plan incubation.
Morning cultural programmes will be followed by exhibitions and craft workshops, creating a holistic learning environment for attendees.
National Reach and Global Aspirations
The Jaipur History Festival 2024 will welcome participation from over 120 schools nationwide. Following the grand success of previous editions, this year’s festival aims to expand its footprint by hosting sessions in prominent educational hubs like Gurgaon, Delhi, Mumbai, and Jammu.
The Legacy of JHF
Since its inception, the Jaipur History Festival has aimed to revolutionise traditional education through experiential learning and cultural immersion. Themes from previous years have ranged from Gandhi’s Rivers of India to “Phad Se Padh,” focusing on Rajasthan’s Phad paintings. In 2023, the festival celebrated the “International Year of Millets,” showcasing the intersection of cultural heritage and global sustainability efforts.
With its steadfast commitment to innovation and inclusivity, JHF 2024 promises to be a transformative experience, inspiring educators, students, and parents to rethink the way history and life skills are taught in schools.
Looking Ahead
As India’s largest history festival, JHF exemplifies how education can be both meaningful and engaging. By merging traditional folk arts with contemporary financial literacy, the festival not only preserves cultural heritage but also equips students with life skills essential for the modern world.
This year’s edition is poised to set a new benchmark in interdisciplinary education, fostering creativity, critical thinking, and a deeper appreciation for India’s diverse cultural tapestry.
As political changes loom over the US education system, particularly with President-elect Donald Trump’s proposed dismantling of the Department of Education, questions arise about the ripple effects such reforms could have on global education, including in India and other parts of Asia. Historically, American education policies and practices have served as benchmarks for many countries, influencing curriculums, teaching methodologies, and educational reforms. This article explores how these proposed changes might shape the future of education worldwide.
Historical Impact of American Educational Practices
The influence of the United States on global education is well-documented. For instance, in the mid-20th century, the US pushed for science and mathematics education reforms after the Soviet Union launched Sputnik. This emphasis on STEM (Science, Technology, Engineering, and Mathematics) was mirrored in several nations, including India, which began integrating more technical education in schools. Similarly, the US-led push for standardised testing during the No Child Left Behind era inspired similar measures in Asia, where countries like China and India adopted rigorous assessment frameworks.
The idea of universal education access and inclusivity, championed in the US, has also resonated globally. The implementation of the Individuals with Disabilities Education Act (IDEA) in 1975 influenced India’s Rights of Persons with Disabilities Act, 2016, and similar policies across Asia. Therefore, if the US dismantles its Department of Education, transferring responsibilities to states, the resulting decentralised model may have implications for nations seeking inspiration from American education.
Comparing Trump’s Proposals with NEP 2020
Trump’s Agenda47 proposes greater parental control, cutting funding for initiatives deemed ideologically inappropriate, and emphasising local governance of education. While these ideas are specific to American politics, some parallels can be drawn with India’s National Education Policy (NEP) 2020.
NEP 2020 focuses on empowering schools and teachers to create tailored curriculums that meet local needs. Like Trump’s proposal to return control to states, NEP advocates for decentralisation, urging state boards and local authorities to implement flexible frameworks. However, the alignment ends here. NEP promotes inclusivity and modernisation, championing universal access to quality education and focusing on critical areas such as digital learning, skills-based education, and early childhood care.
In contrast, Trump’s proposals seem to focus more on limiting federal oversight and reducing regulations, which could result in inequitable access to resources—a stark difference from NEP’s vision of equity and inclusion. If the US adopts a more state-driven approach, India and other nations might evaluate its outcomes, particularly in balancing local autonomy with national educational standards.
A Roadmap for Global Education
The future of global education hinges on addressing universal challenges, including accessibility, inclusivity, and adaptability. Nations worldwide, including the US and India, are grappling with how best to integrate technology, emphasise STEM education, and prepare students for a rapidly evolving workforce.
A decentralised system, as envisioned by Trump, may encourage innovation and localised solutions but risks widening disparities. Conversely, global education roadmaps like UNESCO’s Sustainable Development Goals (SDG 4) advocate for inclusive, equitable, and quality education as a shared responsibility. In this regard, NEP 2020 aligns more closely with global goals than Trump’s vision, which focuses on reducing federal intervention.
If the US moves forward with dismantling the Department of Education, it will be crucial to observe whether this decentralisation fosters innovation or exacerbates inequalities. For countries like India, which are already navigating local governance in education, the American experience could serve as both a cautionary tale and a potential source of inspiration.
Hence, the relationship between American education policy and global education is undeniable. As the US contemplates radical changes, the impact on its own students and the broader world remains uncertain. For countries like India, which have often looked to the US as an educational blueprint, these developments offer lessons in balancing local autonomy with equitable access to quality education.
This unfolding story raises essential questions about the shared vision for education in 2025 and beyond. The world will be watching to see whether the US remains a pioneer or takes a step back from its global leadership in education.
In a significant step towards enhancing the skill development ecosystem in education, the Institute of Chartered Accountants of India (ICAI) and the Central Board of Secondary Education (CBSE) signed a Memorandum of Understanding (MoU) on 21 November 2024 in Bhubaneswar, Odisha. This collaboration aims to introduce and promote commerce-focused skill courses, particularly in the banking, financial services, and insurance (BFSI) sector, to boost students’ employability and career readiness.
The ICAI, through its Committee on Career Counselling, will contribute its expertise in curriculum design, syllabus development, study materials, and training modules. Additionally, the organisation will play an active role in career guidance initiatives, participating in workshops and training programmes organised by CBSE.
Addressing the importance of the partnership, ICAI President CA Ranjeet Kumar Agarwal stated, “The signing of this MoU with the CBSE is a significant step towards enhancing the skill development ecosystem for students across the country. Through this collaboration, ICAI aims to promote commerce-based skill courses and ensure that students are equipped with relevant, industry-aligned competencies. This partnership reflects our commitment to bridging the gap between academic learning and professional requirements, and we are confident that it will open new avenues for students to pursue rewarding careers in accountancy and finance.”
The collaboration will also focus on raising awareness about career opportunities in accountancy and related fields, aligning educational frameworks with the evolving demands of the job market. CBSE and ICAI plan to conduct awareness programmes for principals, teachers, and school management teams in CBSE-affiliated schools across India. These programmes will highlight the importance of BFSI-related skill courses and their potential to enhance students’ career trajectories.
As part of this initiative, CBSE will organise capacity-building initiatives to upskill teachers in commerce-related subjects, ensuring they are well-equipped to deliver specialised courses effectively.
ICAI has already established similar collaborations with 85 universities, colleges, and educational institutions to promote academic excellence, research, and knowledge exchange. According to The Indian Express, these initiatives aim to create a workforce equipped to meet the challenges of a modern, dynamic economy.
This partnership underscores a growing commitment to aligning education with industry needs, preparing students for thriving careers in commerce and finance.
Khan Academy, the global nonprofit dedicated to providing free, world-class education, has launched its AI-powered tool, Khanmigo, free for all teachers in India. Starting this Children’s Day, educators can access this innovative teaching assistant at no cost, in both English and Hindi, through Khan Academy’s platform.
Khanmigo, designed to enhance both teacher productivity and student engagement, functions as an AI-powered teaching assistant and student tutor. By streamlining tasks like lesson preparation, generating curriculum-aligned assessments, and creating concise chapter summaries, Khanmigo allows teachers to focus on personalised learning experiences for their students.
Highlighting the importance of this initiative, Swati Vasudevan, Managing Director of Khan Academy India, shared:
“On this special occasion of Children’s Day, we’re thrilled to make Khanmigo available to all teachers across India at no cost. At Khan Academy, we believe teachers are the key to unlocking each child’s potential. By providing Khanmigo, we’re empowering educators to create impactful and tailored learning experiences. Our aim is to break down barriers to technology access, enabling teachers to inspire and support India’s children in achieving their full potential.”
Supported by Microsoft’s investment, Khanmigo is part of Khan Academy’s global rollout, now available in over 40 countries. Indian teachers can create an account on the Khan Academy platform to access this resource and benefit from its features, including interactive student tutoring and classroom management tools.
Khan Academy also emphasises that the implementation of Khanmigo remains a work in progress. Teachers and students are encouraged to engage with the tool thoughtfully, fostering digital literacy, critical thinking, and responsible AI use.
This launch marks a significant milestone in Khan Academy’s mission to expand educational opportunities through technology, making quality resources accessible to educators and students across India.
The Guthli Ad Fest 2024 launched in spectacular fashion at the iconic St. Xavier’s College, Mumbai. Day 1 was filled with high-energy sessions, insightful discussions, and inspiring interactions. Kicking off the day, Pratish Nair introduced the vision behind Miles and Miles SoBA (School of Branding & Advertising), explaining how their collaborative approach blends creativity with empathy. Nair emphasised that their unique curriculum, which includes scuba diving and Himalayan trekking, aims to equip students with life skills that go beyond the traditional classroom, fostering resilience, teamwork, and self-awareness.
The event began with a warm welcome and inauguration, followed by a captivating tribute and a fireside chat featuring advertising legends Piyush Pandey, KV Sridhar, and Prasoon Pandey, moderated by Devaiah Bopanna. Their discussion shed light on their journeys, offering a rare glimpse into the minds behind India’s most iconic campaigns.
The day continued with Cyrus Broacha, the 90’s poster child of Indian advertising, delivering a light-hearted yet insightful session, followed by Tanya Nambiar’s presentation on how emotional bonds can be forged using the power of voice.
The afternoon saw Shirsha Thakurta delve into the art of visual storytelling, followed by a hands-on workshop led by Dr Prateesh R Nair, who demonstrated how advertising can be used as an engaging tool in classrooms. A panel discussion with Miles SoBA students and a thought-provoking session by Josy Paul on creativity in classrooms wrapped up the day.
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Day 2 promises even more excitement, with an Ad Acapella, fashion shows, excellence awards, and a lot of fun activities to look forward to. Stay tuned for more!
Starting from the 2025-26 academic year, the Council for the Indian School Certificate Examinations (CISCE), which oversees the ICSE and ISC board exams, will introduce substantial changes to its academic framework. These reforms align with the National Education Policy (NEP) 2020 and aim to impact over three million students across India, as reported by The Times of India.
Robotics and AI in Curriculum
A significant aspect of the reforms is the inclusion of robotics and artificial intelligence (AI) in the curriculum for Classes XI and XII. For younger students, elements of AI and coding will be integrated into their computer science courses, ensuring these technologies are taught in a simplified and engaging manner. The objective is to familiarise students with emerging technologies from an early age, equipping them with skills for the future.
Introduction of Competency-Based Exams
The CISCE will also introduce a ‘holistic progress card’, a 360-degree evaluation system to assess students’ development across academic and non-academic domains. This approach will provide a comprehensive view of student achievements beyond traditional metrics.
Changes in the board exam structure are also on the horizon. From 2025, 25% of exam questions will be competency-based, focusing on critical thinking and core skills rather than rote memorisation. This percentage will increase to 40% in 2026 and 50% by 2027, promoting deeper understanding among students.
Digital Assessments and School Improvement
To enhance educational standards, the council will roll out digital assessments for students in Classes III, V, and VIII from 2025-26. These assessments aim to identify students who need additional support or those excelling beyond their grade level. Additionally, a school improvement plan will be introduced, encouraging high-performing schools to partner with state governments to enhance the quality of education in government institutions.
The overarching goal of these reforms is to foster a balanced, skills-oriented learning environment that prepares students for real-world challenges and opportunities.
Education
Aditya Birla World Academy Hosts ‘The Happy Place’ an Interschool Festival to Drive Awareness on Mental Health
In a collaborative effort between Aditya Birla World Academy (ABWA) and Mpower, an initiative of Aditya Birla Education Trust the Happy Place Interschool Festival was successfully held to raise awareness about mental health, with this year’s theme being The Mindful Megabyte – Digital Wellness. The event saw participation from over 200 students across various schools in Mumbai across boards, engaging in a variety of creative and expressive competitions, including Solo/Duet Singing, Art, Photography, AD-Film Making, Drama, Slam Poetry, and Dance. Each event centered around the theme of digital wellness, focusing on the impact of technology on mental health and well-being.
The Happy Place Interschool Festival, introduced by Aditya Birla World Academy (ABWA), is built on the belief that mental health awareness is a crucial aspect of a child’s holistic development. At ABWA, students benefit from a robust mental health and emotional well-being curriculum that supports resilience alongside academic excellence. Under the leadership of Mrs. Neerja Birla, Founder and Chairperson of Aditya Birla World Academy and the Aditya Birla Education Trust, this vision has flourished. A passionate mental health advocate, Mrs. Birla firmly believes that mental health awareness and support should be accessible to all students, empowering them with the tools they need to thrive.
As an extension of this vision, the Mindsmatter program has reached 25 schools and over 40,000 students across India in the past year, with 318 teachers trained and 67 mentoring sessions conducted. The program has positively impacted behavior, self-esteem, and academic performance, with 83% of participants reporting improved communication skills and 61% noting reduced stigma around mental health.
For the last 6 years, The Happy Place Interschool Festival has expanded beyond ABWA, engaging students from schools across Mumbai to raise awareness on mental health through creative activities. This festival sustains the conversation on mental health, offering students a thoughtfully curated platform to explore these critical themes, express themselves creatively, and build empathy. Through themes like Digital Wellness, participants reflect on their emotional health, fostering a balanced and mindful approach to life.
Mrs. Radhika Sinha, Principal of Aditya Birla World Academy (ABWA), “highlighted the importance of such initiatives, stating, “The Happy Place interschool festival is not just a competition, but a mindful space for students to engage in conversations about mental health while expressing their creativity. The focus here is not only on winning but also on creating an environment where students can explore topics like Digital Wellness that are highly relevant to the challenges the youth face today. These activities help drive awareness, fostering a sense of empathy and mindfulness amongst our students.”
The competition’s theme, Digital Wellness, reflects the growing influence of technology in the lives of young people. While digital platforms provide numerous opportunities for connection, learning, and creativity, they also come with risks such as overuse, social media addiction, cyberbullying, and sleep deprivation. Striking a balance between the positive and negative impacts of digital media is crucial for the well-being of today’s youth.
Parveen Shaikh, VP Operations at Mpower, highlighted the urgent need for digital wellbeing support amidst the growing mental health crisis: “In today’s digital age, the constant use of technology is significantly impacting mental health, particularly among young people. Studies reveal that 1 in 5 individuals experience symptoms of mental health conditions, with excessive screen time and online pressures contributing to this rise. Alarmingly, 50% of mental health issues begin by the age of 14, and 75% by age 24. By focusing on digital wellbeing and creating awareness around healthy tech habits, we aim to provide timely interventions that encourage young people to seek help and maintain a balanced, mentally healthy lifestyle.
Research on digital wellness suggests that excessive use of digital devices can negatively affect mental health, particularly among students. Studies show that prolonged exposure to screens can lead to anxiety, depression, and social isolation. Initiatives like The Happy Place Interschool Festival play a significant role in bringing these critical discussions to the forefront, encouraging students to reflect on their digital habits and make informed choices.
As this year’s competition concludes, the collaboration between ABWA and Mpower continues to raise awareness on crucial mental health issues, ensuring that students are empowered to lead balanced, mindful lives.
Education
Department of School Education & Literacy Proposes October Activities to Honour Senior Citizens
In observance of the International Day of Older Persons, celebrated annually on 1st October, the Department of Social Justice and Empowerment, in collaboration with the Department of School Education & Literacy, has proposed a series of activities throughout October 2024. These initiatives aim to instil values of respect, care, and empathy towards senior citizens among students, fostering intergenerational bonding.
This month-long celebration focuses on connecting students with the elderly, emphasising the invaluable contributions, wisdom, and dignity of older generations. With life expectancy rising globally, and older persons expected to outnumber youth by 2030, the importance of fostering respect for senior citizens is more relevant than ever.
Educational institutions have been encouraged to observe Grandparents’ Day, featuring activities like storytelling and interactive games. Schools may also host pledge-taking ceremonies, where students and staff commit to respecting and supporting the elderly.
Morning assemblies or language classes will offer opportunities for students to recite poems and shlokas that emphasise respect for elders, drawing from India’s cultural heritage. Schools will also facilitate interactions between students and senior citizens, allowing for the sharing of stories, historical discussions, and the exploration of traditional crafts.
Students will be encouraged to engage in community service projects with senior citizens, strengthening intergenerational solidarity. Mentorship programs, where seniors share their expertise in arts, culture, and vocational skills, are also proposed, benefiting both generations.
These initiatives, rolled out across States/UTs and educational institutions, are designed to promote care and concern for senior citizens, creating a society built on mutual respect and understanding.
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