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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."
As we approach closer to International Day of Democracy on 15 September, I note that too often it feels like a ceremonial date, there in the calendar, acknowledged in our social media posts or a few articles but rarely lived. This year feels different because of what we are witnessing just across the border in Nepal.
Over the past week, the country’s young people have stepped onto the streets in a movement that has already become one of the most remarkable democratic awakenings of recent times. Their demand is clear: an end to corruption and the beginning of accountable governance. What makes this moment extraordinary is not only the courage to speak up but the way in which they have chosen to act. They have nominated their own candidate for the prime minister’s office. They are marching in huge numbers yet also bending down to collect trash after the rallies. They are organising traffic, repairing roads, giving first aid to strangers. They are not tearing down a nation, they are stitching it back together in full public view.
This is the generation that adults so often accuse of being lethargic, self-absorbed, or distracted by screens. In Nepal, the same generation has shown that democracy can be reclaimed and rebuilt when the young decide to act with clarity and purpose. They are proving that democracy is not just a system of elections and slogans. It is a lived responsibility where every citizen must carry their share of the weight.
Modern protests look very different from those of the past. They are no longer confined to placards and sit-ins. They are physical and digital at once, fuelled by the energy of young people who know how to use social media not only to amplify outrage but also to organise, to mobilise, and to build communities of action.
The world has seen hashtags rise and fade like shooting stars. Nepal’s youth have gone beyond that. They are grounding their protest in discipline, service, and responsibility. That is what makes it impossible to ignore.
And why should this matter to us across the border?
For educators in India, there is a powerful reminder here. Democracy is only as strong as the awareness of its youngest citizens. A classroom that teaches civics as a dry subject but does not teach students how to live its values is missing the point. Critical thinking, civic sense, and media literacy are no longer optional add-ons. They are survival skills in a democracy that must constantly defend itself against apathy, misinformation, and abuse of power.
The message is not that Indian students must take to the streets at the first sign of discontent. The message is that they must never take their rights for granted. They must understand that those in power are always less powerful than the power of the people. Questioning authority with responsibility, demanding accountability without violence, and raising their voice when it matters most are not acts of rebellion. They are the beating heart of democracy.
Teachers, parents, and institutions often worry that if children are taught to question, they will lose respect for authority. Nepal’s youth are showing us that the opposite is true. When young people learn how to question responsibly, they do not weaken democracy. They strengthen it. They protect it. They ensure that it does not become an empty word.
On this International Day of Democracy, Nepal’s streets are giving us a lesson no textbook can. Democracy is not a static gift handed down by leaders. It is a daily act of participation, awareness, and responsibility. If we want India’s democracy to remain alive and resilient, our classrooms must prepare young people not only to dream about their future but also to defend the principles that make that future possible.
The tightening of student visa policies in the US and UK has created understandable anxiety among Indian families.
In the UK, the Graduate Route visa may be reduced from two years to 18 months for undergraduates and master’s graduates, while doctoral students may keep three years. Most taught master’s students can no longer bring dependents, the country has raised proof of funds by over 11%, moved to digital e-visas and tightened university compliance.
The US has proposed limiting the F-1 visa to a fixed four-year term, requiring extensions for longer programmes such as PhDs. Interview waivers have been eliminated, and third-country applications are no longer permitted. Backlogs at Indian consulates have worsened, and a new $250 Visa Integrity Fee will soon add to costs.
While complex, these changes reflect a global trend: governments are balancing immigration management with continued student flows. For Indian applicants, this means approaching the process with a sharper focus and stronger preparation.
What these changes mean for Indian students
The proposed cut of the Graduate Route visa to 18 months may cause concern, but this timeframe is enough to build career foundations, especially for students who engage early with employers. Restrictions on dependants may deter older applicants, but younger students will still find the UK attractive. The move to digital e-visas actually simplifies the verification process, while higher proof of funds requirements will require earlier financial planning. Additionally, English language changes should not affect Indian applicants, who already meet or exceed the required standards.
In the US, the proposed four-year F-1 limit introduces uncertainty for PhD students; yet, the country still offers unmatched academic choices, world-class research opportunities, and globally valued degrees. The loss of interview waivers, the ban on third-country applications and the new fee add costs and delays, but with early planning and budgeting, these hurdles are manageable. For many families, the academic ecosystem, extensive networks and long-term career benefits of a US education outweigh the administrative challenges.
How admissions counsellors and schools can guide students
Schools and counsellors now have a greater responsibility. Planning must begin early, whether preparing for tests, selecting courses or booking visa appointments, so backlogs and rule changes cause less disruption. Financial planning is equally critical, as higher UK proof of funds and new US fees make it essential to understand costs well in advance. Counsellors should also help students think long term, making strategic academic and career choices while exploring alternatives beyond the US and UK. With preparation and broad awareness, families can navigate uncertainty without losing sight of their goals.
Looking beyond the US and UK
These changes should not deter Indian families from considering the US or UK. Both remain prestigious destinations with world-class academic ecosystems. At the same time, I encourage families to keep alternatives in mind. Canada, Ireland, Australia and parts of Europe offer attractive post-study work options, while Singapore, Japan and the UAE are emerging as strong contenders closer to home.
In fact, at The Red Pen, pre-COVID, we saw families looking at an average of two destinations. This has now moved to 3.2. Keeping options open is a good idea.
Students can also explore new-age Indian universities such as Ashoka, Krea, Plaksha, FLAME and Jindal, which offer programmes on par with international standards. In addition, 12 global universities are opening campuses in India. While Deakin University, Wollongong University and the University of Southampton are already established, new entrants from 2026 include the Illinois Institute of Technology, University of Liverpool, Queen’s University Belfast, Coventry University, University of York, University of Western Australia, University of Aberdeen, Istituto Europeo di Design and Western Sydney University.
While tighter visa rules demand careful planning, expert guidance ensures that international education remains firmly within reach.
This article is authored by-
Namita Mehta- President and Partner, The Red Pen
Namita drives business growth and global partnerships at The Red Pen, representing the firm at international education forums and building key alliances, including a landmark collaboration with U.S. News & World Report. Recognised among BW Education’s 40 Under 40 and The PIE’s 50 Voices in Leadership, she has twice been shortlisted for the HerRising Awards. Namita has judged the PIE Education Awards, spoken at HSBC, Ashoka University, IC3 and Master’s Union, and contributed to leading publications such as Economic Times, Mint, Hindustan Times and The PIE News. She also serves on the advisory board of The Outreach Collective.
Education
Kidspreneurship Appoints Kushark Jaiswal as Chief Global Officer to Drive International Expansion
Kidspreneurship, the Singapore-based global EdTech venture focused on building entrepreneurial mindsets in children, has announced the appointment of Kushark Jaiswal as its Chief Global Officer. In this role, he will lead the company’s ambitious international expansion, leveraging its current base of 20,000 learners across multiple countries.
Jaiswal brings over 21 years of leadership experience in education, international sales, and business development. He most recently served as Vice President of International Sales at Educational Initiatives, where he expanded the company’s footprint across global markets. His career also includes senior positions as Director, Founder, and Head of International at leading education ventures, where he built large-scale partnerships with schools, governments, and institutions worldwide. Holding a Master’s in Entrepreneurship and Management from TAPMI, along with dual degrees in Law and Commerce, Jaiswal brings a unique blend of entrepreneurial vision, legal insight, and commercial expertise.
With his appointment, Kidspreneurship is preparing to accelerate its reach across APAC, the Middle East, Africa, LATAM, and Europe, as it works towards its mission of impacting over one million young learners globally by 2030.
Speaking about his new role, Jaiswal said, “What excites me most about Kidspreneurship is its ability to combine creativity, critical thinking, and entrepreneurship into a seamless, scalable model for schools. Around the world, education leaders are looking for partners who can bridge the gap between vision and execution. I am thrilled to join Kidspreneurship in taking this mission global and shaping the next generation of changemakers.”
Swati Gauba Kochar, Founder and Thinker in Chief, Kidspreneurship
Swati Gauba Kochar, Founder and Thinker in Chief at Kidspreneurship, called the appointment a pivotal moment. “Kushark’s experience in scaling global education ventures and his deep understanding of diverse markets will help us fast-track our vision of making entrepreneurial education accessible to every child, everywhere.”
Tanya Sarin, Co-Founder and Chief Learning Officer, Kidspreneurship
Tanya Sarin, Co-Founder and Chief Learning Officer, added, “Our curriculum is designed to spark curiosity, creativity, and problem-solving in young learners. With Kushark leading our international expansion, we will be able to bring this transformative learning to millions more children across cultures and geographies—equipping them not only to dream, but to build.”
Kidspreneurship has positioned itself as a bridge between policy and practice. With entrepreneurial and 21st-century skills already integrated into education policies worldwide, schools often struggle with classroom implementation at scale. Kidspreneurship provides a plug-and-play ecosystem that includes a multi-year structured curriculum, maker kits, tinkering experiences, an AI-powered digital platform for assessments, and teacher enablement programmes. This model ensures smooth adoption and measurable impact across geographies.
A parliamentary panel has raised strong concerns over the unchecked spread of fake news, calling it a “serious threat” to democracy, public order, and individual safety. In its draft report adopted on September 9, the Standing Committee on Communications and Information Technology, chaired by Nishikant Dubey, recommended sweeping reforms to curb misinformation while ensuring freedom of speech is not undermined.
While the report contains provisions such as stricter penalties, amendments to penal laws, and mandatory fact-checking across media houses, one of its most significant recommendations is the introduction of a comprehensive media literacy curriculum in schools. The committee stressed that misinformation is not only a political or technological problem but also an educational one, requiring long-term interventions that prepare young citizens to navigate information responsibly.
The proposed curriculum would train students to critically analyse media content, identify credible sources, understand the influence of algorithms, and distinguish between facts, opinions, and propaganda. Teacher training and awareness campaigns are expected to form a major part of this initiative, ensuring that schools can act as the first line of defence against misinformation. By embedding media literacy into the classroom, the government hopes to build a generation that is resilient to fake news, deepfakes, and manipulative content.
Such a curriculum could empower students to develop critical thinking skills and a questioning mindset, which are essential in a digital-first world. Students would not only learn to verify information but also become responsible content creators, aware of the ethical dimensions of what they share online. At the same time, educationists warn against turning media literacy into a tool for censorship or political indoctrination. The curriculum must avoid prescribing “what to think” and instead focus on “how to think,” giving children the tools to independently assess information rather than forcing state-approved narratives.
The committee has also recommended teacher training programmes, digital grievance redressal systems, and collaborative efforts between government, private media, and independent fact-checkers. It cited global models such as France’s law on election misinformation and urged India to take a leadership role in framing policies that address both local and cross-border misinformation.
Among other measures, the draft report proposed mandatory internal ombudsmen in all media organisations, stricter penalties for repeat offenders, licensing requirements for AI content creators, and mandatory labelling of AI-generated material. The panel also pushed for inter-ministerial collaboration through a dedicated task force to address misinformation that crosses national borders.
The report echoed concerns over the “safe harbour” clause in Section 79 of the IT Act, which protects intermediaries from liability for third-party content. It recommended exploring amendments to hold platforms accountable without stifling free speech.
Terming fake news a global challenge that undermines democratic institutions, market stability, and individual reputations, the panel underlined that India cannot afford complacency. The move to integrate media literacy into education could be one of the most transformative outcomes of the committee’s recommendations, equipping the next generation to live, learn, and lead responsibly in an age of digital overload, if implemented fairly.
Education
National Task Force Calls for Wider Participation in Surveys on Student Well-being and Suicide Prevention
On the eve of World Suicide Prevention Day 2025, the National Task Force (NTF) on Student Well-being and Suicide Prevention has appealed to students, parents, faculty, institutions, and mental health professionals across India to participate in nationwide surveys aimed at addressing the growing crisis of student suicides.
The Task Force has been mandated to prepare a comprehensive report that identifies the major causes of student suicides, including ragging, discrimination, academic pressure, financial stress, and stigma around mental health. It will also examine systemic shortcomings and recommend actionable measures to improve institutional support systems.
India is home to over 60,380 Higher Education Institutions (HEIs) with 4.46 crore students and 16 lakh faculty members, according to AISHE 2022–23. However, the NCRB’s 2022 data revealed that 13,044 students died by suicide, making up 7.6 percent of all suicide deaths in the country. These alarming figures underscore the urgent need for coordinated interventions.
So far, the NTF has visited 13 institutions across Delhi, Haryana, Karnataka, and Tamil Nadu, holding consultations with students, faculty, and administrators. Special focus has been placed on the experiences of disadvantaged groups, including SC-ST students, students with disabilities, and queer students. Civil society groups and NGOs have also contributed valuable inputs during these consultations.
The Task Force is currently running online surveys in English and Hindi to capture diverse perspectives. To date, over 80,000 students, 10,000 faculty members, 15,000 parents, 700 mental health professionals, and 8,000 concerned citizens have already responded. The surveys are open to the public at ntf.education.gov.in.
Regulatory bodies such as AICTE, NMC, Pharmacy Council, Nursing Council, and Bar Council have been instructed by the Department of Higher Education to ensure institutional compliance. All HEIs registered under AISHE must complete the institutional survey by 12th September 2025, providing data on student composition, mental health services, dropout rates, grievance redressal mechanisms, and measures related to well-being.
The NTF has also launched ULLAS Literacy Week from 1st to 8th September 2025, encouraging collective participation. Its final report will aim to reshape how Indian higher education institutions respond to mental health challenges, reaffirming the government’s commitment to preventing student suicides and fostering safe, inclusive campuses.
Take the survey here: https://ntf.education.gov.in
Education
Himachal Joins List of Fully Literate States as India Marks International Literacy Day 2025
The Ministry of Education celebrated International Literacy Day (ILD) 2025 at Dr. Ambedkar International Centre, New Delhi, with the theme “Promoting Literacy in the Digital Era.” The event was addressed by Minister of State for Skill Development and Entrepreneurship and Minister of State for Education, Jayant Chaudhary, alongside senior officials, education leaders, learners, and volunteers.
A key highlight of the celebration was the announcement that Himachal Pradesh has become the fourth state to achieve full functional literacy, joining Tripura, Mizoram, and Goa. Ladakh, which declared itself fully literate in 2024, remains the first Union Territory to do so.
Union Education Minister Dharmendra Pradhan, addressing the gathering virtually, lauded India’s progress in literacy, noting that the national rate has risen from 74 percent in 2011 to 80.9 percent in 2023–24. He emphasised that literacy is more than just the ability to read and write, calling it a means of dignity, empowerment, and self-reliance. Pradhan also highlighted the transformative role of the ULLAS Nav Bharat Saaksharta Karyakram, which has enrolled over 3 crore learners with the support of 42 lakh volunteers, providing learning materials in 26 Indian languages.
Jayant Chaudhary praised the achievement of Himachal Pradesh, especially given the state’s challenging terrain, and underscored that communities, governments, and volunteers together made it possible. He further observed that literacy in India has now expanded to digital literacy, pointing to India’s Digital Public Infrastructure as an example of global leadership in education and inclusion.
During the event, the ULLAS Compendium was released, showcasing innovative teaching and learning materials. Representatives from Ladakh and Goa shared their strategies and best practices, while ULLAS Literacy Week 2025, held from 1st to 8th September, was noted for its nationwide drive to register non-literates, volunteers, and neo-learners. The celebrations reaffirmed India’s commitment to building a literate and developed Bharat, aligned with the vision of Viksit Bharat.
“Education is not only the birthright of every human being but also the weapon of social change.”
Dr B. R. Ambedkar’s words carry even more weight today as we celebrate International Literacy Day 2025. This year’s theme, “Promoting literacy in the digital era,” reminds us that literacy no longer begins and ends with pen and paper.
A Journey Worth Remembering
India’s literacy story is one of resilience. In 1951, only 16 out of every 100 Indians could read and write. By 2022, that number had climbed to 77.7 per cent. The Right to Education Act of 2009 opened the doors of schools to millions who might otherwise have been left behind. Yet numbers alone do not tell the full story. Getting children into classrooms was only the first battle. The bigger challenge lies in what and how they learn.
Literacy in the Age of Screens
In a world where screens dominate, literacy now means much more than decoding text. It is about being able to access, understand, evaluate, and create digital content in safe and responsible ways. A teenager scrolling endlessly on social media might look “digitally literate,” but true literacy asks whether that teenager can spot a fake news story, respond appropriately to cyberbullying, or understand that their digital footprint will outlive their mood.
The dangers are real. A BBC feature this year explained how adolescence itself makes young people more vulnerable to online manipulation because their brains are wired for risk-taking and peer approval. Platforms exploit these vulnerabilities with algorithms that feed them echo chambers of extreme views and endless scrolling loops. What looks like harmless entertainment often becomes a powerful shaper of values and identities.
At the same time, teenagers are seeking comfort in unexpected places. An ETV Bharat report revealed that many Indian students now turn to AI chatbots for emotional support. Experts worry that without proper guidance, children may start to trust technology more than people, with little understanding of how these systems work or what agendas they may carry. Digital literacy, therefore, is not simply about knowing how to use a device but about learning how to navigate relationships, trust, and choices in a digital-first world.
The Missing Lessons
Alongside digital literacy, we are also missing some of the most practical lessons of life. An India Today feature pointed out that while our students can solve complex equations, very few know how to calculate tax, understand savings, or even read the fine print of a bank loan. In an age of instant loans and digital payment apps, this lack of financial literacy is dangerous. Children should be learning how to protect themselves from online scams, how to recognise manipulative advertisements, and how to make decisions that safeguard their futures.
The truth is, literacy today is incomplete without responsibility. Children may be skilled at clicking, posting, or streaming, but if they do not know what to believe, what to share, and what to ignore, they are vulnerable. Civic sense must become part of the digital literacy package. How we behave online is not separate from who we are as citizens. Words can wound, misinformation can destabilise, and silence in the face of bullying can be as harmful as participation.
For India to truly lead in the digital era, we must expand our vision of education. That means increasing education budgets, investing in teacher training, and ensuring that technology-enabled learning does not just deliver content but builds character. It also means recognising that the skills of tomorrow include empathy, resilience, financial wisdom, and civic responsibility.
Ambedkar reminded us that education is the most powerful weapon of social change. In 2025, that weapon is not only the ability to read books but the ability to read the world. Literacy is about survival, about belonging, and about preparing our children not just to live in the digital era but to shape it responsibly.
International Literacy Day should remind us that while we have come far since 1951, the journey is far from over. The future depends on whether we can teach the next generation not only to read and write, but also to choose wisely, live responsibly, and stand tall as citizens of a digital world.
The Ministry of Women and Child Development (MoWCD), in collaboration with the Department of School Education & Literacy (DoSE&L), Ministry of Education, has released the Guidelines for Co-location of Anganwadi Centres with Schools. The release took place at Vigyan Bhawan, New Delhi, in the presence of Union Minister for Women and Child Development, Smt. Annpurna Devi, and Union Minister for Education, Shri Dharmendra Pradhan, along with senior officials, state representatives, and Anganwadi workers.
Objective of the Guidelines
The guidelines aim to strengthen Early Childhood Care and Education (ECCE) through integrated models of Anganwadi Centres (AWCs) and schools on the same campus. The initiative builds on the vision of Prime Minister Shri Narendra Modi for “one campus, one vision” and seeks to ensure smoother transitions for children from Anganwadi Centres to formal schooling.
Currently, over 2.9 lakh Anganwadi Centres are already co-located with schools. The guidelines provide operational clarity for states and union territories to scale up this model, enabling better use of resources and continuity in children’s education.
Ministers’ Remarks
Speaking at the launch, Union Minister Annpurna Devi said that co-location strengthens the foundation of learning by ensuring a smooth transition from early childhood care to primary education. She highlighted the guidelines as a roadmap for states and UTs to implement the integrated model and contribute to holistic child development.
Union Education Minister Dharmendra Pradhan emphasised that early childhood education is central to lifelong learning. He said that integrating Anganwadis with schools would create a seamless learning environment, strengthen foundational literacy and numeracy, and contribute to nurturing India’s human capital for a Viksit Bharat.
Alignment with NEP 2020
The guidelines are aligned with the National Education Policy (NEP) 2020, which for the first time recognised ECCE as the foundation of the learning continuum. NEP 2020 proposed integration of three years of pre-school into the 5+3+3+4 structure, with delivery through standalone Anganwadis, co-located Anganwadis, pre-primary sections in schools, and standalone preschools.
The stated objectives of the guidelines include:
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Ensuring school preparedness and smooth transition to Grade 1.
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Strengthening linkages between Anganwadis and primary schools for joyful and holistic learning.
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Enhancing retention rates at the primary level to improve achievement outcomes.
Core Components of the Guidelines
The document outlines norms and criteria for co-locating Anganwadis with schools, mapping AWCs with nearby schools, creating child-friendly learning environments, and engaging communities and parents. It also highlights the role of various stakeholders in implementing co-location effectively.
States and UTs currently follow varied models with operational challenges. The guidelines seek to address these through inter-ministerial convergence and alignment of ECCE with foundational literacy and numeracy programmes like NIPUN Bharat Mission and Poshan Bhi Padhai Bhi. Teaching-learning resources such as Jaadui Pitara, e-Jaadui Pitara, and Adharshila will be used in line with the National Curriculum Framework for the foundational stage.
Focus on Inclusion and Infrastructure
The initiative also underscores inclusivity through child-friendly infrastructure, optimal use of resources, and active community participation. It aims to ensure every child experiences a nurturing transition from pre-school to primary education, contributing to the holistic development envisioned by NEP 2020.
New Delhi, Sept 1: The Supreme Court has issued notices to the Centre, NCERT, and six states—Maharashtra, Andhra Pradesh, Telangana, Punjab, Tamil Nadu, and Karnataka—on a Public Interest Litigation (PIL) demanding the inclusion of transgender-inclusive comprehensive sexuality education (CSE) in school curricula and textbooks.
The bench, led by Chief Justice B R Gavai and Justice K Vinod Chandran, directed the authorities to file their responses within eight weeks. The PIL, filed by Class XII student Kaavya Mukherjee Saha, highlights the absence of structured, examinable content on gender identity, gender diversity, and the distinction between sex and gender in NCERT and SCERT textbooks, despite statutory obligations under the Transgender Persons (Protection of Rights) Act, 2019.
Allegations of Non-Compliance
The petition argues that NCERT and most state councils have failed to implement the Supreme Court’s binding directions from the 2014 NALSA v. Union of India judgment, which recognised transgender persons as a third gender. Textbook reviews across the six states reportedly show systemic omissions, with Kerala noted as a partial exception.
According to the plea, this exclusion violates fundamental rights, including the right to equality, and undermines the Directive Principles of State Policy. It emphasises that representation in school education is key to building inclusive classrooms and combating discrimination faced by transgender students.
Global Standards and Relief Sought
The petition references UNESCO and WHO’s International Technical Guidance on Sexuality Education, which outlines scientifically accurate and age-appropriate frameworks for CSE worldwide. It seeks directions to the Centre and states to adopt similar standards, mandating transgender-inclusive CSE across public and private schools in India.
Additionally, the PIL calls for binding guidelines to ensure effective implementation of gender sensitisation programmes and examinable sexuality education, moving beyond token references to genuine, structured learning opportunities.
The matter will now move forward once responses from all concerned parties are filed before the court.
In a landmark recognition for Indian education and grassroots activism, Educate Girls, founded by Safeena Husain, has been named one of the recipients of the 2025 Ramon Magsaysay Award. Often referred to as Asia’s Nobel Prize, this honour highlights the organisation’s transformative work in enrolling and empowering out-of-school girls across some of India’s most remote and underserved regions.
The announcement marks a historic moment — Educate Girls is the first Indian organisation to ever receive this award, underscoring the global importance of its mission. Alongside Educate Girls, the other awardees include Shaahina Ali from the Maldives for her environmental work and Flaviano Antonio L. Villanueva from the Philippines. The formal ceremony will take place on November 7 at the Metropolitan Theatre in Manila.
Safeena Husain: From Teacher Warrior to Global Recognition
For ScooNews, this moment carries a special resonance. In 2018, Safeena Husain was celebrated as a Teacher Warrior, honoured for her vision of tackling gender inequality at the root by ensuring that every girl receives access to education. What started as a 50-school test project in Rajasthan has since scaled into an expansive movement spanning 21,000 schools across 15 districts, supported by a network of 11,000+ community volunteers known as Team Balika.
Her journey, as she has often recalled, was shaped by both personal and professional turning points. After studying at the London School of Economics and working in grassroots projects across Latin America, Africa, and Asia, Safeena returned to India, deeply aware of the entrenched discrimination girls faced. A family encounter in a village, where her father was pitied for not having a son, crystallised her resolve to fight for gender equity through education.
Breaking Barriers in Education
Educate Girls has gone beyond enrolling girls into schools. Its programmes aim at:
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Increasing enrolment and retention of out-of-school girls
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Improving learning outcomes for all children in rural districts
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Shifting community mindsets through participation and ownership
The organisation has also pioneered innovative financing models such as the world’s first Development Impact Bond (DIB) in education, tying funding directly to learning outcomes.
Safeena has often spoken about the transformative power of education citing stories of girls who once had no aspirations simply because nobody asked them what they wanted to be, and who today, thanks to education, dream of becoming doctors, teachers, or even police officers.
Global Platforms, Indian Roots
Safeena’s vision has found resonance globally. In her TED Talk titled “A Bold Plan to Empower 1.6 Million Out-of-School Girls in India”, she emphasised that girls’ education is the closest thing we have to a silver bullet for solving some of the world’s toughest problems from poverty to health to gender inequality. In 2023, she was also awarded the WISE Prize for Education, cementing her reputation as one of the leading voices in education worldwide.
But even as Educate Girls receives international acclaim, its deepest impact continues to be felt in the dusty lanes of rural Rajasthan and Madhya Pradesh, where every single enrolment represents a victory against entrenched social barriers.
Why This Award Matters
The Ramon Magsaysay Award not only recognises Safeena Husain’s leadership but also places Indian NGOs on the global stage. It sends a powerful message: education is both the foundation of equity and the key to transformation. For India, a country with one of the world’s largest populations of out-of-school girls, this award validates years of struggle, innovation, and community-driven action.
For ScooNews, which first honoured Safeena as a Teacher Warrior in 2018, this moment is both proud and historic. It shows that when educators and changemakers stay rooted in their vision, their work can resonate far beyond borders.
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