Education
Dear Govt, Please Don’t Ignore The Youngest Citizens Of India: Early Childhood Association
Early Childhood Association strongly appeals to all State Government’s Women and Child Development and HRD ministry.
Early Childhood Association India strongly appeals to the Ministry of Women and Child Development and the HRD Ministry to not ignore the country's youngest citizens during the COVID-19 pandemic.
“We are guilty of many errors and many faults, but our worse crime is abandoning the children, neglecting the fountain of life. Many of the things we need can wait. The child cannot. Right now is the time his/her bones have been formed, his/her blood is being made, and his/her senses are being developed. To him/ her we cannot answer ‘Tomorrow’, his/her name is today”, said Gabriela Mistra, the Chilean poet-diplomat, educator and feminist.
This quote perfectly surmises the need of the hour in terms of Early Childhood Education and this letter is an attempt to find a solution and bring clarity on the raging confusion today, among parents, schools and policymakers, regarding lockdown and post-COVID planning for our young children and about the necessity of ensuring that young children stay connected to their preschools and Anganwadis even if remotely.
Preschools and Anganwadis are closed. Children are missing out on their inoculations, their one mid-day meal, their nurturing and stimulation that they receive with activities like singing, dancing, physical development and socio-emotional skills. We can understand that children below the age of 10 should be kept safe at home but why are we trying to keep them away from all the activities that they thrive on? Parents are busy at home with dual responsibilities- working and taking care of the home, as there is no support staff now. How much time do you think they would be able to give to the young child? Children are watching all kinds of inappropriate content on television and mobile phones.
Our National ECCE Policy conforms to the vision of holistic and integrated development of the child with a focus on care and early learning at each sub-stage of the development continuum in order to support the all-round and holistic development of children. The policy recognizes that young children are the best care for their family environment but in a country of widespread diversity and stratification, many families need supportive measures for the optimal development of the child, especially during this Covid-19 pandemic.
Let us now throw away the baby with the bathwater, just because a few schools made a mistake of copying what is done for older children and using it for younger children without thinking of its consequences. It is important that young children of our country get their cognitive, social, emotional and language stimulation that they require. It is not always easy or possible for parents today to provide the same, due to many issues like living alone, struggling with too many responsibilities and the new fear of Corona.
In this scenario if there is an edutainment program on television for children or if the preschools or Balwadis arrange for a video chat with the children and engage them in age-appropriate activities it would have a positive impact on the mental health of the children and would be a support to the parents too.
Neuroscience has proven that 90% of the brain develops in the first five years of life. What does that mean? It means it’s the first five years that lay the foundation for life and Children go through a period of rapid learning in the first five years. Our children since the last two months and for the next six months will be cooped up at home with very little stimulation. Their brains are making new connections that will one day become the blueprint for their life. And during this period, if they don’t receive the right kind of care or learning, they will grow up with a few life and learning deficits….and that is something that we need to work together to avoid.
Every year, the Annual Status of Education Report highlights abysmal student learning outcomes in primary schools in rural India. The root cause of this is the lack of quality of Early Years Education. When our entire Early Years' population will not attend preschools and Anganwadis for a whole year, can you imagine the impact on their mental, physical and cognitive health? We are depriving them of a ‘head start’ in life and learning.
Today we are planning for every sector..except the early childhood sector. We say, “children are the future” – and that’s true – but there’s a fundamental problem with that idea. It suggests that… they’re just kids now, but later, when they become the future, we can start taking care of them…with a better economy, a better job climate. But that’s wrong. Their brain development is happening NOW. The most embedded parts of their personality – their attitudes and moral values, their emotional tendencies, their learning abilities, how they will deal with people, how they will deal with situations, good or bad – they are all a product of experiences that our young children will receive now…during this Covid-19 pandemic. Its time that policymakers and government officials realise that we cannot let the foundation of our future be deprived of the required stimulation and connection that they were receiving from their preschools or Anganwadis.
Early Childhood Association strongly recommends that preschools and Anganwadis should use a developmentally appropriate and healthy way of connecting every day with the young children. Sing songs, narrate stories, play games, teach yoga, laugh, exchange smiles, count objects, name colours, guess letters and so much more can be achieved through just one hour of ‘face-time’ on a video chat platform.
Early Childhood Association strongly recommends that the connection between the teacher and the child should continue even during the lockdown and till preschools or day-cares open. This is important because teachers can convey many messages and educate them about:
- Eating healthy.
- Sleeping well.
- Not watching too much TV, or watching inappropriate videos or games on mobile phones.
- Help them understand and dispel the fear of Corona.
Teachers can help engage children in socio-emotional and physical activities:
- By helping them video chat with their peers.
- By telling them stories
- By singing rhymes
- By engaging them in doing yoga activities
- By teaching them through stories developed by ECA about physical distancing, wearing masks and new hygiene rules
- Teachers can play games like guess the sound; whose makes this sound etc.
An engaging video chat like this, for an hour every day, is not harmful to children.
(Ref: Website kids health medical experts- Time spent with screens (like a TV, tablet, or smartphone) can be an opportunity to reinforce learning and promote creative play) Even the American Academy of Paediatricians and W.H.O recommends introducing only “high-quality programming” to children 18 to 24 months of age. Children between the ages of 2 to 5 years should watch only one hour per day of approved programming.
Early Childhood Association urges all state governments to please ensure that our ‘littlest citizens’ are kept actively engaged through ‘face-time’ video chats by their preschools or Anganwadis. This one hour of video chat with the children by a trained teacher will achieve and contribute immensely to the foundation of life and learning of our young children. We also recommend that the preschools and Anganwadis must also involve the parents by sending them activities that they can do to spend quality time with their children during these stressful times of the Covid-19 pandemic. These activities should not be academic or stressful in any manner but should be supporting parents to tell stories, talk to their child, bond with their child and ensure that the child’s brain is not deprived of the most essential, ‘serve and return’ interactions, crucial for brain development.
Early Childhood Association further recommends to preschools and day-cares to give the home-school connection in three parts:
- Teacher: child connection- through ‘face-time’ video chats.
- Parent-child interaction: give activities that parents can do with their children again ensure no stress on academics. They can be fun videos to watch together on phonics or numbers or games and activities.
- Child independent activities: give yoga, home chores and activities that children can do with minimal help
Early Childhood Association is absolutely against a formal, teaching for early years on any remote learning platforms. This is not the time to stress on academics, academic achievement or assessing children academically. The focus should be on talking to children about topics that help nurture their thinking skills, emotional skills and social skills. But the connection with children should continue…even if remotely.
This kind of engagement will also keep teachers actively engaged and partner with parents.
The Early Childhood sector needs to be taken seriously if we want to come out of this pandemic with happy, resilient children and a robust economy. These video chat engagements are helping children be happy, keeping the teachers employed is contributing to the economical revival of the country. If thousands of preschools around the country close down, it will mean millions of jobs lost of teachers and will lead to economic chaos in many households.
Also attached are Safety Guidelines prepared by the Early Childhood Association for the reopening of preschools and day-cares.
“Sab bachcho ka bhala… desh ka vikas”.During this pandemic, let us not ignore our future, our littlest citizens.
Sincerely,
Dr. Swati Popat Vats
President
On behalf of
ECA National Committee
www.eca-india.org
In a move poised to bring relief to thousands of parents, the Delhi government has approved the Delhi School Education Transparency in Fixation and Regulation of Fees 2025 Bill. The draft legislation, passed during a cabinet meeting chaired by Chief Minister Rekha Gupta, aims to regulate and standardise the fee structure in all 1,677 schools across the capital—including private, aided, and unaided institutions.
Addressing the media, Chief Minister Gupta termed the decision “historic and brave,” stating that for the first time, a “foolproof” framework would be established to bring fee transparency across all types of schools in Delhi. “There was no prior mechanism to regulate fee hikes. This Bill will ensure a clear guideline and procedure that schools must follow,” she said.
The development comes amid a rising number of complaints from parents regarding steep and unexplained fee hikes. The Chief Minister also highlighted growing concerns about alleged student harassment in the name of unpaid or increased fees.
To implement the new regulations, Education Minister Ashish Sood announced the formation of a three-tier committee system. These panels will be responsible for reviewing and approving fee structures every three years, factoring in a school’s infrastructure, facilities, and resources.
In a notable step towards inclusive governance, the committees will include three teachers and five parents, selected through a draw of lots. These members will collaboratively determine the permissible fee slabs, thereby ensuring both transparency and stakeholder participation.
The government’s move is also part of a broader crackdown on schools accused of imposing arbitrary and excessive fees. Education officials confirmed that investigations are underway and that regulatory action will follow wherever needed.
As part of its education reform efforts under the National Education Policy 2020, the Delhi government’s focus on equity, accountability, and participatory decision-making marks a significant shift in how school finances are monitored in the national capital.
In a fresh revision of Class 7 Social Science textbooks, the National Council of Educational Research and Training (NCERT) has dropped all content related to the Mughals and the Delhi Sultanate, introducing instead chapters on ancient Indian dynasties and sacred pilgrimage sites. The changes come as part of the implementation of the National Curriculum Framework for School Education (NCFSE) 2023, aligned with the broader goals of the National Education Policy (NEP) 2020.
The revised textbook, Exploring Society: India and Beyond, now includes detailed accounts of dynasties like the Magadha, Mauryas, Shungas, and Sātavāhanas, aiming to present what officials describe as a curriculum reflecting “Indian ethos.” The chapter “How the Land Becomes Sacred” introduces students to sacred geographies associated with various faiths—ranging from the Char Dham and 12 Jyotirlingas to revered sites in Islam, Christianity, Judaism, Buddhism, and Sikhism.
A quote by India’s first Prime Minister Jawaharlal Nehru, describing the country as a land of pilgrimages, also finds mention in this context.
The latest revision marks a continuation of the syllabus rationalisation exercise initiated during the COVID-19 pandemic. At the time, references to the Mughal Empire, Tughlaqs, Khaljis, Mamluks, and Lodis were shortened; however, this is the first instance where all such sections have been completely removed. PTI reports that the second part of the textbook is still under development, though NCERT has not confirmed whether the omitted material will be reinstated.
The chapter on India’s Constitution has been revised to include contemporary civic developments, such as the 2004 Supreme Court ruling that allowed citizens to fly the national flag as a matter of expression under the Fundamental Rights.
Additionally, a section on the varna-jati system notes that while the structure may have once offered social order, it became rigid over time—particularly during colonial rule—resulting in widespread social disparities. A paragraph on the Maha Kumbh highlights the event’s scale, citing a participation of 660 million people, although it omits the stampede incident in which over 30 pilgrims lost their lives.
The NCERT revisions have drawn strong reactions from several quarters. Critics, particularly from opposition parties, have described the overhaul as selectively editing history to fit political narratives. Meanwhile, the NCERT has maintained that the exercise is rooted in pedagogical clarity and cultural relevance.
Speaking last year on textbook changes, NCERT Director Dinesh Prasad Saklani remarked that content involving riots or graphic events might make young children negative citizens—a rationale also used to justify the removal of passages referring to the 2002 Gujarat riots in other textbooks.
While the academic intent may be to streamline and contextualise history education, educationists have pointed out that the act of omitting chapters from textbooks does not erase them from history itself. As historian Romila Thapar once noted, “History that is not taught does not cease to exist; it only ceases to be questioned.”
With the second part of the textbook pending release, educators and parents alike await clarity on how Indian history will continue to be presented to the next generation of learners.
Under the inspiring metaphor of the “Aalamaram” (banyan tree), over 100 educators from across India gathered at Akshar Arbol International School (ECR) for Aalamaram 2025—a vibrant two-day professional learning exchange organised by Astra in collaboration with Study Melbourne. Hosted by Akshar Arbol International School, the event blossomed into a living, breathing ecosystem of ideas, reflections, and meaningful connections.
From the opening session on April 21st, Aalamaram 2025 emphasised mutual respect and authentic dialogue. Schools shared their values and visions before diving into multiple breakout sessions on inquiry-based learning, middle school education, and empowering students through sustainability initiatives.
One standout story emerged during a session on middle school transformation, where an educator described how student-driven initiatives evolved into a full-fledged environmental council—a powerful testament to the potential of project-based learning beyond textbooks.
Reflecting on the event, Ms. Fizza Kachwala, Middle School Coordinator, Bombay International School, said,
“Katha, exploring Peter Senge’s 5 Disciplines, was the most impactful session for me. The Human Library is definitely something I want to replicate back at my school. It’s rare to be part of an experience where every voice matters.”
Post-lunch sessions explored the intersection of AI ethics and education, led by Dr. Chetan Arora of Monash University, Melbourne, and continued with literacy circles, graded reading programmes, and reimagining libraries as spaces of dialogue and curiosity.
Ms. Divya Samvit, Head of School, Heartfulness International School (Omega Branch), added,
“This was absolutely fantastic—coming together with this kind of focus has been absolutely pathbreaking. It’s a much-needed vitamin dose for us educators to keep our passion alive.”
The event also beautifully showcased emotional wellbeing initiatives, like Heartfulness International’s work on the Happy Schools framework, and sessions on sustaining joy and resilience in schools.
Day two deepened the experience. It began with the Human Library, where educators shared personal stories of change, and a mesmerising performance, Kathaa, which brought Peter Senge’s Five Disciplines to life through performing arts.
“Seeing leadership theory come alive through storytelling and dance was transformative,” shared several participants.
Ms. Anjali Karpe (Deputy Head) and Ms. Supriya Atal (Director of Studies) from Bombay International School remarked,
“The conceptualisation of Aalamaram—knowledge, growth, interconnectedness—was brought to life so beautifully through every session. The continuum of science skills, AI ethics discussions, and leadership exploration were highlights. We returned nourished and inspired.”
The leadership roundtable, Lead Forward, facilitated by CEO Coach Mr. R. Ramkumar, offered a powerful reminder that leadership development creates ripple effects throughout school ecosystems.
By the time everyone gathered for the closing Vanakkam tea, it was clear: Aalamaram 2025 was not merely a conference—it was a beginning. A reaffirmation that educators are the roots holding up the canopy of India’s future.
Each conversation, each story, each shared breakthrough was a seed—and across the country, those seeds are already starting to grow.
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)
“You cannot teach a hungry child,” said Donald Bundy, one of the world’s foremost school nutrition experts. Yet the gap between education and nutrition literacy is wider than we’d like to admit.
According to the 2025 Global Education Monitoring Report, only 60% of countries have any form of teacher training on nutrition within their national policies. And when it comes to actual implementation? That number drops even further in low-income regions. This silent gap in our education system is not just about school meals—it’s about a missing pedagogy that influences how students think, behave, and learn.
Why Teacher Training in Nutrition Matters
We often discuss nutrition as a public health issue. But nutrition is equally an educational concern—and teachers are at its frontline. Unfortunately, as the report points out, only 27% of global school meal programmes employ trained nutritionists to support meal design or delivery. In such scenarios, teachers unknowingly become the default guides on what’s “healthy”—without any professional preparation.
This is problematic on two fronts. First, without foundational training, teachers may unintentionally reinforce poor food habits or remain unequipped to link nutrition with classroom performance. Second, their lack of training undermines the full impact of initiatives like PM POSHAN (India’s flagship school meal scheme) or garden-based learning efforts.
As the GEM report underscores, “Learning about nutrition requires intentional integration of school meal delivery with nutrition education, careful assessment of nutritional intakes, and monitoring and research around shaping healthy eating habits.”
The Global Picture: Policy, But No Practice
In a policy mapping across 68 countries, nutrition education was often included in school curricula, but teacher training remained sporadic and weak. High-income countries reported only 58% coverage, and low-income countries—despite facing the brunt of malnutrition—had to depend on NGOs, development partners, or overburdened community workers to plug the gap.
Even where policies exist, operational challenges persist. For example, in India, while most rural schools under PM POSHAN serve mid-day meals, only 18% of schools reported daily on meal access due to low engagement with real-time tracking systems (Kapur et al., 2023). With such inconsistent reporting, training teachers to monitor, educate, and flag issues becomes all the more critical.
From Curriculum to Cafeteria: The Case for ‘Nutrition Pedagogy’
The report introduces a powerful idea: that food literacy must be embedded in formal, informal, and non-formal learning. This includes not only textbook-based curriculum but also experiential learning—like cooking classes, food label literacy, or classroom discussions around body image and media portrayal.
Yet, without empowered educators, these remain half-baked concepts.
Take this line from the report:
“Nutrition education has become a cornerstone of school health initiatives worldwide, designed to instil habits that endure for life.”
That longevity depends on consistent adult role models—especially teachers—who understand both the science of food and the psychology of student behaviour. It’s not just about knowing what to teach but how to teach it sensitively, especially during adolescence when issues like body image, peer pressure, and social media influence food choices deeply.
A Missed Opportunity in Pre-Service Education
In a rather concerning statistic, the report reveals that in 2022, only 14% of countries adequately covered the topic of infant and child nutrition in the pre-service curriculum for doctors, nurses, and midwives. If this is the case for healthcare professionals, it raises an important question—how many B.Ed or teacher training colleges meaningfully cover food, nutrition, and health in their pedagogy courses?
This is where reform is urgently needed. Nutrition training must be embedded into teacher education institutions, not offered as an afterthought in in-service workshops.
What Needs to Change?
The report outlines three major shifts that could address this blind spot:
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Develop a structured nutrition module for pre-service teacher education.
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Integrate nutrition literacy into school improvement plans and co-curricular activities.
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Collaborate across departments—from health to agriculture—to support interdisciplinary teacher training.
Some countries are showing the way. Finland’s food education programme, for instance, includes school meals, nutrition classes, and teacher-led discussions on sustainability, right from primary to vocational levels. It’s time more countries, especially India, followed suit—not just in policy, but in practice.
The Bottom Line
To feed a child is to free their mind. But in schools today, we are expecting teachers to do this job without giving them the training they need. It’s akin to asking someone to teach coding without a computer.
As we march toward the goals of NEP 2020 and SDG 4, we must recognise that education and nutrition are not parallel pursuits—they are intertwined pathways. And it begins not in the cafeteria, but in the staffroom.
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.
Delhi Approves Landmark Bill to Regulate School Fees Across 1,677 Institutions
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Education2 months agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
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