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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."
India mourns the loss of one of its brightest minds today—Dr Krishnaswamy Kasturirangan, who passed away in Bengaluru at the age of 84. A scientist, reformer, statesman, and visionary, Dr Kasturirangan’s legacy spans the infinite stretches of space to the heart of Indian classrooms. His passing marks the end of an era—but his vision will continue to chart the path for generations.
From Cosmos to Curriculum: A Life of Purpose
Born in Ernakulam, Kerala, on 24 October 1940, Dr Kasturirangan’s intellectual journey began with a degree in Physics from Bombay University, followed by a PhD in high-energy astronomy under the legendary Dr Vikram Sarabhai. His career soon took flight—literally—when he joined the Indian Space Research Organisation (ISRO).
As Chairman of ISRO from 1994 to 2003, he led India’s rise as a formidable space power. Under his stewardship, landmark achievements such as the operationalisation of PSLV, the debut of GSLV flights, and the launch of Earth-observation satellites like IRS-1C/1D and OCEANSAT-1 were realised. He laid the groundwork for India’s future moon missions, nurturing the dream of Chandrayaan long before it became a reality.
Yet it was not enough for Dr Kasturirangan to reach for the stars. After conquering the cosmos, he turned his formidable energies towards shaping the minds that would define India’s future on Earth.
The “NEP Man of India”
If ISRO made him a legend, it was education reform that cemented his place as a national architect. Appointed Chairperson of the Drafting Committee of the National Education Policy (NEP) 2020, Dr Kasturirangan led one of the most participative and transformative policy-building exercises in independent India’s history.
Under his leadership, the NEP was reimagined not just as a curriculum document but as a vision for an equitable, flexible, and 21st-century-ready education system. His reforms focused on holistic learning, critical thinking, foundational literacy, and most importantly, inclusion. It was no surprise that he earned the affectionate title: “NEP Man of India.”
His work championed the belief that India’s young minds must be nurtured with curiosity, not just conformity—a philosophy that will live on in every reformed classroom and every empowered student.
Beyond Science and Education
Dr Kasturirangan’s contributions extended into governance and policy-making. He served in the Rajya Sabha (2003–2009), advised the Planning Commission, and participated in numerous national scientific initiatives. His accolades include the Padma Shri (1982), Padma Bhushan (1992), and Padma Vibhushan (2000), some of the highest civilian honours India bestows.
A Tribute from a Grateful Nation
In his condolence message, Prime Minister Narendra Modi described him as “a towering figure in India’s scientific and educational journey, whose vision will guide generations to come.” Indeed, his life’s work remains a lighthouse for India—both in outer space and within its classrooms.
I am deeply saddened by the passing of Dr. K. Kasturirangan, a towering figure in India’s scientific and educational journey. His visionary leadership and selfless contribution to the nation will always be remembered.
He served ISRO with great diligence, steering India’s space… pic.twitter.com/GPdFKPU7b5
— Narendra Modi (@narendramodi) April 25, 2025
Dr Kasturirangan is survived by two sons and a deeply grateful scientific and educational community that pledges to carry forward his twin passions: exploration and enlightenment.
At ScooNews, we believe that every student sitting in a vibrant, inquiry-driven classroom today is walking a path illuminated by Dr Kasturirangan’s vision. May his journey among the stars continue, and may his dream of an educated, empowered India always shine bright.
In a significant development aimed at reshaping the educational landscape in the United States, President Donald Trump has signed a new executive order to promote artificial intelligence (AI) integration in K–12 schools. The order, signed on April 23, mandates several federal agencies to prioritise AI education and training as part of the national push to prepare a future-ready workforce.
The directive instructs the U.S. Departments of Education and Labor to expand AI learning opportunities for high school students, introduce certification programmes, and work closely with states to implement AI-focused curricula. As part of this move, the Education Department has been directed to prioritise AI in discretionary grant programmes for teacher training, while the National Science Foundation will step up research on AI in education.
This executive order also establishes a White House Task Force on AI Education. Chaired by Michael Kratsios, head of the Office of Science and Technology Policy, the task force will spearhead a “Presidential AI Challenge” and foster public-private partnerships to strengthen AI infrastructure in American classrooms.
The move highlights a bipartisan recognition of the urgent need to develop AI literacy among students, especially in the face of rising global competition from countries like China. However, opinions differ on how deeply the federal government should be involved in regulating and rolling out AI in educational settings.
While some argue that AI can transform learning through customised and interactive methods, others caution that its use must be carefully aligned with existing labour and antidiscrimination laws.
For India and other global education systems, the move presents an opportunity to observe how large-scale AI integration plays out across one of the world’s most influential education ecosystems. It underscores a shared urgency among nations to prepare learners for an AI-driven future—while also navigating the complex social, ethical, and institutional implications.
(Parts of this article are based on a story done by USA TODAY)
The Maharashtra government has announced that all private kindergartens and anganwadis in the state will soon come under a formal regulatory framework. This development aligns with the National Education Policy (NEP) 2020, which recommends bringing children aged three to six into the formal education system.
School Education Minister Dada Bhuse confirmed that a new legislation is currently being drafted and will soon be tabled in the state assembly. “We are working on a comprehensive law to mainstream pre-primary education. The draft has been sent to the law and judiciary department for review,” said Bhuse on Wednesday.
Until now, formal schooling in India officially began at age six. However, NEP 2020 proposes an expanded foundational stage covering ages 3 to 8. To facilitate this transition, the state has introduced two digital platforms—the Maha School GIS Mobile App and the Pre-School Registration Portal—launched virtually by Chief Minister Devendra Fadnavis.
These platforms aim to create a unified data repository of all pre-primary institutions, including anganwadis and privately-run kindergartens, offering early childhood care and education (ECCE). The move will help in mapping facilities, teacher qualifications, student enrolment, and overall infrastructure. The registration process can be accessed through the ECCE tab on the official website: education.maharashtra.gov.in.
Why This Registration Drive Matters:
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Centralised data for policy planning and resource allocation.
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Transparency for parents seeking quality ECCE centres.
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Improved monitoring of facilities and staff qualifications.
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Accurate workforce estimation in the pre-primary education sector.
As India moves forward with implementing NEP 2020, Maharashtra’s decision could become a model for other states. By formalising pre-primary education, the government aims to ensure equal access, quality control, and early learning preparedness.
In a bold move to defend their academic freedom, Harvard University has filed a lawsuit against the Trump administration, challenging the federal government’s freeze on over $2.2 billion (approx. ₹18,350 crore) in grants. The funding block was enacted after Harvard refused to comply with sweeping demands that included curbing student activism, overhauling leadership, and auditing campus views on diversity and inclusion.
Filed in a federal court in Boston, Harvard’s lawsuit argues that the freeze violates its First Amendment rights, as well as provisions under Title VI of the Civil Rights Act and the Administrative Procedure Act. The university has called the move “arbitrary and capricious,” citing the significant damage it could cause to ongoing research efforts across medicine, technology, and national security.
In its filing, the university stated, “The Government has not — and cannot — identify any rational connection between antisemitism concerns and the medical, scientific, technological, and other research it has frozen.” The administration’s actions, Harvard added, threaten not just its own academic integrity but the autonomy of American universities as a whole.
The standoff began after the Trump administration issued a letter on April 11, 2025, demanding that Harvard implement stricter disciplinary measures on campus protesters, reform its admissions process, revoke recognition of certain student clubs, and audit faculty and students for political diversity. It also urged the university to screen international students for “hostility to American values.”
Harvard President Alan Garber responded firmly, refusing to compromise on the institution’s independence. “We stand for the truth that universities can fulfill their essential role in society without improper government intrusion,” he stated in a message to the Harvard community.
Following Harvard’s public defiance, the administration quickly enacted the funding freeze. Trump himself took to his Truth Social platform to question whether the university should lose its tax-exempt status, accusing it of promoting “political, ideological, and terrorist-inspired” views.
Support for Harvard’s legal action has come from several quarters. The American Council on Education, which represents over 1,600 higher education institutions, commended the lawsuit, calling it a necessary defence of scholarship and scientific research. “We applaud Harvard for taking this step and look forward to a clear and unambiguous statement by the court rebuking efforts to undermine academic integrity,” said council president Ted Mitchell.
Anurima Bhargava, a Harvard alumna and civil rights advocate, added, “This is a reckless and unlawful attempt at power and control. Harvard has once again stood firm against dangerous and escalating demands.”
This legal battle marks one of the most high-profile confrontations between higher education and the federal government in recent times. At its core lies the question of whether public funding can be used as leverage to reshape the ideological and governance structures of academic institutions—a precedent that could have implications far beyond Harvard.
As the case unfolds, educators and students around the world will be watching closely. In a time when the autonomy of educational institutions is increasingly under scrutiny, Harvard’s lawsuit could become a defining moment in the global conversation on academic freedom.
(This article has been generated with supporting information as reported by The Hindu)
Education
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
In line with the implementation of the National Education Policy (NEP) 2020, a significant curriculum reform has been rolled out in Chhattisgarh, where CBSE and NCERT have introduced a mandatory bridge course for students from Classes 6 to 12, starting from the academic session 2025–26.
This strategic change aims to strengthen conceptual understanding, sharpen skills, and enhance subject connectivity for students transitioning between academic years. The bridge course is designed as a foundational segment to reinforce key learnings from the previous class, enabling smoother adaptation to new academic content—especially in subjects like Mathematics, Science, Social Science, and Languages.
What is a Bridge Course?
A bridge course is essentially a learning support module that helps students revise and reinforce previous class concepts before delving into the new syllabus. By bridging the learning gap, it prepares students mentally and academically for the demands of their new grade. The initiative is particularly aimed at strengthening continuity in learning and reducing academic stress.
Teacher Training and Implementation
To ensure effective integration, teachers in CBSE-affiliated schools across Chhattisgarh are undergoing dedicated training in both online and offline formats. The training focuses on how to incorporate the bridge course within the regular curriculum and adapt pedagogy to meet individual learner needs.
Changes in NCERT Textbooks
Alongside the bridge course implementation, NCERT has revised textbooks for Classes 3 and 6. The new editions lay emphasis on activity-based learning, life skills development, and project work. In particular, the Class 6 Science and Social Science books feature innovative activities and experiential modules aimed at enhancing student engagement and practical understanding.
With this move, CBSE and NCERT aim to create a more inclusive and progressive academic structure, staying true to NEP 2020’s vision of competency-based learning and reduced content load. As this model takes shape in Chhattisgarh, it could serve as a blueprint for nationwide adoption in the coming years.
In a significant move towards enhancing teacher capacity in alignment with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has issued fresh guidelines mandating 50 hours of annual training for all educators in its affiliated schools. The 2025 annual training theme has been declared as STEM Education, reflecting India’s push towards innovation-driven learning.
According to CBSE notifications TRG-2/2025 and TRG-3/2025, 25 hours of training must be delivered by CBSE or a recognised government training body, while the remaining 25 hours can be conducted in-house or at the school complex level. This framework has been structured in line with the National Professional Standards for Teachers (NPST) and aims to ensure continuous professional development and improved student learning outcomes.
The CPD (Continuous Professional Development) hours are categorised as follows:
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Core Values and Ethics – 12 hours
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Knowledge and Practice – 24 hours
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Professional Growth and Development – 14 hours
CBSE has also clarified that academic responsibilities such as assessment duties for board exams, practical examiner roles, content creation, curriculum review, and participation in CBSE-led conferences will be recognised as valid CPD hours.
The board has instructed schools to organise District Level Deliberations (DLDs) focused on STEM pedagogy. These sessions are designed to encourage peer discussions, sharing of best practices, and localisation of innovative teaching strategies.
Heads of institutions have been called upon to act as leaders of change, ensuring the effective implementation of this framework within their schools and nurturing a culture of continuous learning.
With this move, CBSE reaffirms its commitment to building a future-ready teaching workforce, equipped to deliver education that is both engaging and globally relevant.
Education
China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
China has unveiled a comprehensive education reform strategy aiming to integrate artificial intelligence (AI) across all levels of its education system. This initiative is a cornerstone of the nation’s broader “Strong Education Nation” plan, targeting significant advancements in educational quality and innovation by 2035.
The Ministry of Education announced plans to embed AI applications into teaching methodologies, textbooks, and curricula spanning primary, secondary, and higher education. This move is designed to cultivate essential skills such as independent thinking, problem-solving, communication, and collaboration among students and educators. By fostering these competencies, China aims to enhance the core competitiveness of its innovative talent pool (Reuters).
This AI integration aligns with China’s broader educational blueprint, jointly issued by the Communist Party of China Central Committee and the State Council. The plan outlines a two-phased objective: establishing a high-quality educational system by 2027 and achieving global leadership in education by 2035. Key goals include expanding free education, increasing enrollment in high-quality undergraduate and postgraduate programs, and addressing regional disparities in educational access.
To support this vision, Chinese universities are expanding AI-related courses and enrollment. Institutions like Peking University and Shanghai Jiao Tong University have announced plans to increase undergraduate spots in fields such as information science, engineering, and AI. This expansion is closely linked to the national strategy of developing a robust digital-era talent pool (Reuters Education Expansion).
Moreover, the Ministry of Education has mandated that primary and secondary schools intensify their science education to drive scientific and technological innovation. Schools are required to implement comprehensive science curricula, enhance teaching capabilities, and integrate science education resources effectively.
China’s commitment to integrating AI into education reflects its broader ambition to become a global leader in technological innovation and education. By embedding AI into the fabric of its educational system, China aims to prepare its citizens for the challenges and opportunities of the digital age.
Education
Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices
In a sweeping inspection drive aimed at curbing malpractice in private educational institutions, the Delhi Government has inspected over 600 schools across the national capital, issuing show-cause notices to more than 10 schools and initiating the process of derecognition in serious cases. The crackdown follows mounting complaints from parents about arbitrary fee hikes, dummy admissions, and neglect of Economically Weaker Section (EWS) students.
The Directorate of Education (DoE) formed district-level committees—headed by Sub-Divisional Magistrates (SDMs) and comprising deputy directors of education, accounts officers, and principals of government schools—to investigate complaints on a priority basis. These inspections are being closely monitored, with more schools likely to be reviewed in the coming days.
The inspection drive also revealed that 20 schools were allegedly engaging in dummy admissions—a practice where students are enrolled only on paper while attending private coaching institutes instead of regular classes. In such cases, the government has invoked provisions under the Delhi School Education Act and Rules (DSEAR), 1973, and has begun derecognition procedures.
Chief Minister Rekha Gupta, responding to concerns raised during a Jan Samvaad public hearing, stated, “It is completely unacceptable for any school to mentally harass parents or students, threaten expulsion, or raise fees without due process.” She reaffirmed the government’s commitment to transparency, accountability, and ensuring access to quality education for every child.
The DoE confirmed that some schools have also failed to submit mandatory financial disclosures and fee statements as per Section 17(3) and Section 180(3) of DSEAR, which will invite legal action. Schools violating EWS guidelines—such as failing to provide free textbooks, uniforms, and writing materials under Rule 8 of the Delhi RTE Rules—are also under scrutiny.
The crackdown also comes after Queen Mary School in Model Town was accused of fee-related misconduct and expulsion threats. The Chief Minister had instructed the education department to take immediate action against such institutions, promising a “zero-tolerance” approach.
Delhi’s education authorities have reiterated that private schools must adhere strictly to rules governing fee regulation, student welfare, and inclusive access. Institutions found guilty of flouting these norms will face stringent penalties, including derecognition and possible takeover of management.
Education
Delhi CM Rekha Gupta Warns Private Schools Against Arbitrary Fee Hikes and Student Harassment
Amid growing parental concerns about rising school fees and student expulsions, Delhi Chief Minister Rekha Gupta has issued a stern warning to private schools across the capital. Emphasising a “zero tolerance” approach, the CM stated that any institution found violating rules—whether by imposing arbitrary fee hikes or harassing students and parents—will face strict action.
Addressing media following a public dialogue programme on Tuesday, Gupta shared that her office had received multiple complaints from concerned parents alleging wrongful fee practices and threats of expulsion. One such case involved Queen Mary School in Model Town, where families accused the school of unjust fee collection and punitive action against students.
“No school has the authority to harass parents or children, threaten expulsion, or hike fees arbitrarily,” said Gupta in a statement to ANI. “There are rules and laws in place. Compliance is not optional—it’s mandatory.”
The Chief Minister confirmed that notices have already been issued to several schools named in formal complaints. She further stated that relevant officials have been directed to conduct immediate investigations and take necessary legal and disciplinary action.
Taking to X (formerly Twitter), Gupta reiterated the Delhi Government’s stand on education, writing,
“The Delhi Government is fully committed to transparency, equal opportunity, and the protection of children’s rights in education. A zero-tolerance policy has been adopted towards any kind of injustice, exploitation, or irregularity—no laxity will be tolerated in this. Our resolve is clear—every child should have access to justice, respect, and quality education.”
VIDEO | Delhi CM Rekha Gupta (@gupta_rekha) on the issue of fee hike by some private schools, says, “Parents have been meeting me with their grievances… that is for sure… no school has any right to harass parents and children. They have no right to threaten children and hike… pic.twitter.com/QqGTYHrf7r
— Press Trust of India (@PTI_News) April 15, 2025
The Chief Minister’s response signals a growing shift toward regulatory vigilance in private education, especially around affordability and student welfare. As rising school fees become a point of national concern, particularly after a recent survey reported a 50–80% hike across schools in three years, Delhi’s move to crack down on irregularities could serve as a template for other states to follow.
Education
MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET
15 April 2025: In a step to move towards equitable education, the Mahatma Jyotiba Phule Research & Training Institute (MAHAJYOTI), an autonomous body under the Government of Maharashtra, is set to distribute free study materials to over 7,000 students from Other Backward Classes (OBC) under its Pustak Sanch Watap Yojana. The initiative aims to aid students in preparing for competitive exams such as JEE, NEET, and MHT-CET.
Beneficiaries—spread across all 36 districts of Maharashtra—have registered under MAHAJYOTI’s training programmes and will receive comprehensive preparation books for their respective entrance examinations. The Jalgaon region saw the highest number of registrations, followed by Amravati, Dhule, Buldhana, and Ahmednagar.
This large-scale effort underscores MAHAJYOTI’s ongoing mission to empower students from OBC, Deprived Castes-Nomadic Tribes, and Special Backward Classes by ensuring they are not left behind in the pursuit of higher education due to economic constraints.
Voices from the Government and Ground
Honourable Minister Atul Save, from the Other Backward and Bahujan Welfare Department, commended the scale of the scheme, stating,
“It is inspiring to witness the tremendous response from students. Our commitment to providing such opportunities for OBC students remains steadfast. We strongly encourage them to leverage these important government initiatives designed for their progress.”
Echoing his sentiments, Shri Prashant Wawge, Managing Director of MAHAJYOTI, remarked,
“This overwhelming response reinforces our mission. We urge every eligible OBC student to take full advantage of this scheme. We wish these bright young minds success in their entrance examinations.”
Changing Lives One Book at a Time
Families of beneficiaries have also expressed heartfelt gratitude. Kiran Nimje, mother of Aaryan from Nagpur, shared,
“Purchasing expensive JEE books was beyond our means. This scheme has been a lifeline. My son, who scored 94% in SSC, can now prepare for engineering with confidence.”
Similarly, Sheetal Nagargoje from Amravati, whose son Aditya also benefited, added,
“We are incredibly thankful. This support came to us at the right time and will help my son, who scored 80% in SSC, get closer to his dream.”
As education costs continue to rise, especially in the realm of competitive exam preparation, government-supported initiatives like MAHAJYOTI’s book distribution scheme play a pivotal role in bridging the opportunity gap for students from marginalised communities. With a robust outreach and strong public response, this programme is a timely reminder that access to quality education must remain a priority.
India Bids Farewell to NEP Architect Dr K. Kasturirangan
Trump Signs Executive Order to Promote AI Integration in U.S. K-12 Education
Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
Harvard University Sues Trump Administration Over $2.2 Billion Funding Freeze
Education Alone Won’t Feed Minds: Why Teachers Must Be Trained in Nutrition Too
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
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Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices
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Harvard Stands Its Ground: Harvard Faces ₹18,400 Crore Funding Freeze After Rejecting Trump Administration’s Demands
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Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
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Punjab Launches ₹2,000 Crore ‘Sikhiya Kranti’ Campaign to Upgrade Government Schools
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In a Shocking Move, US Supreme Court Backs Trump’s Cuts to Teacher Training Grants
Private School Fees Surge by 50–80% in Three Years, National Survey Finds
Mahindra University Symposium Explores Harappan Legacy and Its Quiet Influence on Modern Education
Madhya Pradesh Renames CM Rise Schools as ‘Sandipani Vidyalaya’ to Honour Lord Krishna’s Guru
On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India
Supreme Court Flags Basic Needs as Priority Over Libraries in Rural India
Postgrad Interest in US Falls by 40% in 2025: Are Students Finally Prioritising Skills Over Degrees?
SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
Hello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
India Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
Union Budget 2025-26: A New Dawn for India’s Education Sector
National Startup Day: A New Era for Education and Entrepreneurship
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Lifestyle for Environment (LiFE): Sustainable Practices in CBSE Schools
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SGEF2023 | Special Address by Rama Datt, Trustee, Maharaja Sawai Man Singh II Trust, Jaipur
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Education1 month agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
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Education2 months agoHello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
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Education3 months agoIndia Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations
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Education2 months ago
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
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Education3 months agoUnion Budget 2025-26: A New Dawn for India’s Education Sector
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Education3 months agoNational Startup Day: A New Era for Education and Entrepreneurship
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Education2 months agoSaudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
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Education2 months agoNagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
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Education3 months agoUnion Budget 2025-26: An Opportunity to Revolutionise India’s Education and Skilling Landscape
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Education4 weeks ago“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020