Education
Delhi Municipal Schools get their Happiness classes
On Monday, officials said that the extension of the Delhi government’s flagship Happiness Curriculum to MCD schools is being discussed and planned actively.
On Monday, officials said that the extension of the Delhi government’s flagship Happiness Curriculum to MCD schools is being discussed and planned actively. In the third meeting of the State Advisory Council, the matter was discussed. The State Advisory Council advises the government on the implementation of the provisions of the Right to Education (RTE) Act.
“The proposal to extend Happiness Curriculum to municipal schools was discussed in the meeting. Officials from the corporations have given a positive response and it should be done soon,” the Delhi Education Minister Manish Sisodia said.
The education department has been open to incorporating the curriculum. They believe that the process will take some time as the discussion stands at a preliminary stage.
An official of the education department, North Corporation told “The matter has just been discussed… We do not really know what ‘Happiness Curriculum’ is. It is only something that we have heard and read about in a scattered way. For now, we will work on familiarising ourselves with books and other curriculum material, and how it is being taught in classrooms. No detailed programme on its implementation has come from the government’s side,”
While an official in the East body added “The discussion with the education director yielded the suggestion that teams from our corporations visit a few Delhi government schools to see how the curriculum is being implemented there and what it entails. Following that, we can develop a workable methodology based on what content and how much of it can be incorporated. Since children in our schools are only from nursery to class V, we have to adapt it to age-appropriateness.”
The classes in the Happiness curriculum involve mindfulness, storytelling and several interactive activities between teachers and students. The positive initiative was launched in Delhi government schools in July 2018 to promote mental well-being and “human-centric education”.
Sanjay Goel, Director of Education said that the directorate will “handhold” schools through the implementation process once in-principle approval is received from the municipal bodies.
Education
IIT Guwahati Developing VR Metaverse for PM SHRI Schools—But is the Metaverse Still the Future?
The Indian Institute of Technology (IIT) Guwahati is set to develop India’s first VR-enabled metaverse platform for PM SHRI schools, transforming how students engage with complex subjects like mathematics, science, and social studies. The initiative, named “Gyandhara,” is being developed in collaboration with the Ministry of Science and Technology and the Department of Education, Assam Government and will be piloted in 56 PM SHRI Adarsh Vidyalayas across Assam later this year.
However, as India moves towards metaverse-driven education, a pressing question remains—is the metaverse still the future? Once touted as the next big thing in digital transformation, the metaverse has seen declining interest in several sectors globally. While education may provide a new space for its application, questions remain about its long-term sustainability.
The Gyandhara Metaverse is designed to bridge gaps in conceptual learning by creating interactive, immersive 3D environments where students can visualise complex topics in their local languages. The metaverse will use virtual reality (VR) technology to create a dynamic learning experience that goes beyond traditional methods like blackboards and textbooks.
Dr Keyur Sorathia, Associate Professor at IIT Guwahati and the project’s lead, explained that the initiative will help students develop creativity, critical thinking skills, and global collaboration opportunities.
“At Gyandhara, we are developing an educational metaverse that will provide students aged 13 to 18 with engaging, immersive learning experiences. Our goal is to create an interactive and dynamic learning environment that fosters deeper understanding and critical thinking,” Sorathia told PTI.
He further emphasised that the metaverse will eventually expand beyond Assam to cover schools across North East India and later to the rest of the country. The project aims to support students in classes 8 to 12, focusing on subjects that require high levels of visualisation and engagement.
“The idea is to transform how students engage with complex topics by creating a metaverse environment where lessons are delivered in local languages,” he added.
Can the Metaverse Survive Beyond the Hype?
While IIT Guwahati’s initiative is a significant leap in edtech, globally, the metaverse has faced setbacks. What was once projected to be the future of the internet, workspaces, gaming, and education has now struggled to maintain relevance.
A 2024 report by EM360 Tech highlighted how Meta (formerly Facebook), which had invested billions in the metaverse, failed to gain mainstream adoption. The company’s ambitious Horizon Worlds platform, designed to bring people into virtual spaces, fell short of its expected user engagement. Even Microsoft, Disney, and other tech giants quietly scaled back their metaverse projects, pivoting towards more practical AI-driven applications.
A key reason behind this decline is high costs, lack of consumer adoption, and unclear monetisation models. The educational sector, however, remains an area where the metaverse could still thrive, as VR-based learning platforms provide interactive experiences that traditional teaching methods cannot replicate.
Experts believe that while corporate-driven metaverse applications are shrinking, education, healthcare, and industrial training may keep the concept alive. India’s adoption of VR-based learning through initiatives like Gyandhara could provide a real-world use case for the metaverse, ensuring its continued development despite its waning popularity in other sectors.
If Gyandhara succeeds, it could revolutionise learning in India, making STEM subjects more accessible and engaging. However, challenges remain, including:
- Infrastructure gaps: Not all schools have access to high-speed internet and VR-compatible hardware.
- Teacher training: Educators must be equipped to integrate VR tools effectively into the curriculum.
- Affordability: VR technology remains expensive; scaling up across public schools could be financially challenging.
Despite these obstacles, India’s willingness to explore metaverse-based education signals a strong commitment to digital transformation. Whether the metaverse remains the future of education or becomes another tech trend that fades away will depend on the success of projects like Gyandhara and their ability to deliver real learning outcomes.
New Delhi, 12 March 2025: Rajya Sabha member Sudha Murty has called for a mandatory training and examination system for teachers every three years, emphasising that continuous learning is crucial to improving the quality of education. Speaking during a discussion on the working of the Ministry of Education, Murty underscored that teachers are the backbone of the education system, and without their growth, no infrastructural investment in schools can bring true progress.
Murty highlighted that technology and teaching methodologies are constantly evolving, and educators need to stay updated to deliver high-quality education. She pointed out that while teachers undergo training sessions, there is no system in place to assess their learning through examinations.
“Teachers, once they pass their BA, MA, or even PhD, enter the education system, but after that, they do not take any exams until retirement. This should not happen. Every three years, they should undergo training and be tested on new techniques or knowledge. Otherwise, there will be no improvement,” Murty asserted.
She added that being a good teacher requires dedication, constant learning, and effort. “If you want to be a good teacher, there is a price for that. The price is not money, but good training and examinations,” she said.
Murty’s proposal found support from NCP-SCP member Fauzia Khan, who pointed out the gap between the government’s promises and its actual actions. She expressed concern over the declining education budget, stating that while the National Education Policy (NEP) 2020 envisions 6% of GDP for education, the government’s allocation has dropped from 3.8% in 2015-16 to 2.5% in 2025-26.
Khan also criticised the lack of funding for early childhood education, highlighting that three lakh schools across India remain ungoverned.
BSP member Ramji stressed the need for regulating online education, noting that children are increasingly exposed to age-inappropriate content. Meanwhile, CPI member Sandosh Kumar P opposed the imposition of Hindi through the NEP, arguing that all Indian languages must be treated equally.
“All languages are national languages. You won’t find the term ‘regional language’ in the Constitution. Malayalam, Telugu, Oriya, Tamil—every language must be respected,” he stated.
JD(U) MP Sanjay Kumar Jha reinforced that language has never been a divisive factor in India, while CPI(M) leader John Brittas called for education to be returned to the state list, reversing the constitutional amendment made during the Emergency.
Murty’s proposal aligns with global best practices, where teacher certification renewals, periodic assessments, and ongoing professional development ensure that educators remain well-equipped to handle evolving classroom challenges.
Jaipur, 9 March 2025: As a crucial step to address the challenges faced by students and curb rising suicides in coaching hubs, the Rajasthan Cabinet has approved the Rajasthan Coaching Centre Control and Regulation Bill 2025. The bill aims to regulate coaching institutes across the state, ensuring structured policies to safeguard student welfare and mental health. Additionally, the cabinet has given the nod to the Rajasthan Skill Policy 2025, focusing on upskilling youth, reskilling workers, and fostering entrepreneurship to enhance employment opportunities.
Tackling Student Suicides in Kota
The decision comes at a time when Rajasthan, particularly Kota—the country’s coaching capital—has witnessed an alarming surge in student suicides. Last year alone, 17 students died by suicide in the city, while in 2023, the number was 23. The most recent case involved 18-year-old NEET aspirant, Ankush Meena, who was found dead in his PG accommodation. His death, reportedly the seventh case in Kota this year, has reignited concerns about the intense pressure faced by students preparing for competitive exams.
Addressing the issue, parliamentary minister Jogaram Patel said, “Students sometimes commit suicide due to stress, which is unfortunate. We want them to study, compete, and succeed, but not at the cost of their mental health.” He added that the proposed bill will introduce strict regulations for coaching institutes, covering those with more than 50 students. Penalties and cancellation of registration will be enforced for institutions violating the new rules.
Rajasthan Skill Policy 2025: Addressing Employment Challenges
Alongside regulating coaching centres, the Rajasthan government has also introduced the Rajasthan Skill Policy 2025, a comprehensive strategy to bridge the skill gap among youth and create employment opportunities.
“There are around 20 lakh youth in Rajasthan who are employable but lack the right skills,” Patel said. “The government has committed to creating four lakh jobs in five years, and through the right skill programmes, we want young people to contribute to the state’s development.”
This initiative aims to equip students with industry-relevant skills, promote entrepreneurship, and ensure that graduates are job-ready, reducing dependency on competitive exams as the sole career pathway.
Urgent Need for Change in Student Welfare Policies
The rise in student suicides in Kota and across India highlights the urgent need for systemic reforms in the education sector. While coaching centres play a vital role in helping students prepare for competitive exams, the immense academic pressure, isolation, and lack of emotional support are pushing many to breaking point.
The new regulation in Rajasthan is a step towards accountability—ensuring that coaching institutes prioritise student well-being alongside academic success. However, mental health awareness, counselling services, and alternative career pathways must also be actively promoted to change the toxic culture of extreme academic pressure.
With India striving for educational excellence, the nation must not overlook the mental and emotional well-being of its students. The Rajasthan Coaching Centre Control and Regulation Bill is a welcome move, but its implementation and enforcement will determine its true impact in preventing further tragedies.
The debate around smartphones in schools has gained fresh momentum following a Delhi High Court ruling that a complete ban on smartphones for students is “undesirable and unworkable”. This decision aligns with the evolving global discourse on whether restricting mobile phones in schools improves learning outcomes or stifles digital literacy. While concerns around screen addiction, cyberbullying, and distractions in classrooms remain valid, an outright ban may deny students access to essential learning tools, safety, and connectivity.
With 79 education systems worldwide banning smartphone use in schools by the end of 2024 (UNESCO Global Education Monitoring Report, 2025), India now faces the challenge of formulating balanced policies that regulate smartphone use while ensuring digital inclusivity and responsible online behaviour.
Delhi HC: Ban is “Undesirable and Unworkable”
The Delhi High Court, in its February 28 ruling, acknowledged both the harmful and beneficial aspects of smartphone usage in schools. While the indiscriminate use of phones can impact student focus, expose them to cyber risks, and encourage excessive social media engagement, the court recognised that smartphones serve crucial purposes, such as:
- Ensuring safety and coordination between parents and children
- Providing access to educational resources, research tools, and digital learning platforms
- Enhancing student engagement through AI-based and gamified learning apps
Instead of a blanket ban, the court proposed regulated use, allowing schools to create structured policies for monitoring smartphone usage while keeping students informed about digital well-being, online etiquette, and responsible internet use.
The Court’s Guidelines on Smartphone Use in Schools:
- Schools must educate students on responsible online behaviour and ethical smartphone use
- Students should be counselled on the risks of excessive screen time, social media anxiety, and cyberbullying
- Where possible, students may deposit smartphones upon entering school and retrieve them at home time
- Classroom use must be prohibited, and camera/recording functions should be disabled in common areas and school vehicles
- The policy should be developed with input from educators, parents, and digital safety experts
The Central Board of Secondary Education (CBSE) and Delhi’s Directorate of Education have been directed to formulate revised guidelines based on the ruling.
The Global Perspective: Countries Banning Smartphones in Schools
According to the UNESCO Global Education Monitoring Report (2025), a growing number of education systems worldwide are implementing strict regulations on smartphone usage in schools. As of 2024, 79 education systems (40%) had introduced bans in some form.
- China: Schools in Zhengzhou require written parental consent to use smartphones for academic purposes.
- France: A “digital break” policy was introduced in lower secondary schools to complement existing phone bans.
- Australia & Spain: Some regions have imposed strict bans, while others allow individual schools to draft their own regulations.
- United States: 20 out of 50 states have enacted restrictions, with some allowing exceptions for students requiring learning accommodations.
Despite these regulations, UNESCO’s report warns against over-restricting smartphone use, arguing that technology should only be banned if it disrupts learning and does not support educational outcomes.
The Learning vs. Distraction Debate
The 2023 GEM Report cited research indicating that smartphone bans in countries like Belgium, Spain, and the UK improved learning outcomes, especially for struggling students. However, it also raised concerns about equity, stating that students must learn to navigate technology rather than be shielded from it entirely.
India has yet to implement a nationwide smartphone policy for schools, but many institutions have internal restrictions on mobile usage. While the Delhi High Court ruling offers guidance, a broader national discussion is required to strike the right balance between technological innovation and student well-being.
Who Stands to Lose if Smartphones Are Banned?
While privileged students may have alternative access to digital resources at home, a complete ban on smartphones could disproportionately impact lower-income students who depend on mobile devices for online learning, research, and access to educational apps and AI-based tutoring tools. These devices also serve as gateways to government-led digital learning initiatives like DIKSHA and PM eVidya, as well as crucial resources for career counselling, scholarships, and college applications. Eliminating smartphone access in schools could further widen the digital divide, hindering India’s goal of building a digitally literate workforce at a time when technology-driven skills are becoming essential in global job markets.
Why Smartphones Are Essential in Education?
1. Safety and Connectivity
In an unpredictable world, smartphones provide a crucial safety net for students and parents. Real-time communication ensures students can report emergencies, navigate transport routes, and stay connected with family.
2. Digital Learning and AI-Based Education
With the rise of AI-driven education, smartphones serve as gateways to:
- AI-powered tutoring platforms that personalise learning experiences
- Online courses, coding platforms, and gamified STEM learning
- Language-learning apps and digital libraries
3. Encouraging Self-Directed Learning
Apps like Coursera, Udemy, and LinkedIn Learning allow students to acquire real-world skills beyond traditional textbooks, preparing them for 21st-century careers.
4. Bridging the Digital Divide
For students from rural and underserved areas, smartphones may be their only means of accessing quality educational resources, bridging the gap between privileged urban learners and those in resource-limited settings.
5. Future-Ready Skills
The Delhi High Court’s emphasis on digital literacy is crucial—students must be taught not just how to use technology, but how to use it responsibly. Schools should integrate:
- Workshops on cyber safety and responsible social media use
- AI and coding bootcamps to prepare students for future careers
- Digital etiquette lessons to ensure ethical online behaviour
Aim for Balanced Smartphone Policies
As India moves towards Viksit Bharat 2047, its policies on technology in education will shape how well students adapt to the future. Instead of outright bans, schools must:
Develop structured smartphone use policies in consultation with educators, parents, and digital experts. Educate students on ethical digital use, cyber safety, and screen-time management. Allow controlled use of smartphones for educational purposes while restricting recreational distractions.
Hence, India must find a middle ground—A well-balanced policy will ensure that students benefit from digital learning tools while minimising the risks of excessive screen time and online distractions.
Education
Stonehill International School Students Shine in Spectacular Performance of In the Heights
Bangalore– The stage at Bangalore International Centre came alive as students from Stonehill International School, Bangalore, delivered a stunning performance of In the Heights, a Tony Award-winning musical by Lin-Manuel Miranda. The production, which ran from 27th February to 1st March, showcased the immense talent and dedication of the school’s middle and high school students, reinforcing Stonehill’s commitment to fostering the performing arts.
The school’s annual musical production provides students with a professional platform to display their acting, singing, and creative skills before a large and diverse audience. This year’s high-energy performance blended hip-hop, salsa, merengue, and soul to bring to life the vibrant Latino community of Washington Heights, New York City. The story follows Usnavi, a bodega owner with dreams of returning to the Dominican Republic, alongside his neighbors as they navigate love, ambition, and identity, all set against the backdrop of a changing community.
The production was the culmination of six months of rigorous rehearsals, late-night practices, and weekend sessions, with students working tirelessly to ensure a seamless performance. Joe Lumsden, Head of School, Stonehill International School, commended their efforts, stating:
“The Stonehill musical production this year was stunning. Our students worked on this production for six months, giving up their evenings and weekends to ensure that the show was as professional as possible. All members of the crew and cast can be immensely proud of the performance that they put on. The audience absolutely loved it.”
Adding to the immersive theatrical experience was a realistic set, designed by students and teachers, that transformed the stage into a bustling New York high street, complete with candy shops and boutique salons. The meticulous attention to detail extended to costumes, props, lighting, makeup, choreography, and music, all conceptualized and executed in-house by the students and faculty.
The production was directed by Jason Gallant, a faculty member at Stonehill International School with an extensive background in theatre. Trained in dance and having performed in theatre from a young age, Gallant has used performance arts as a tool for education. Reflecting on the play’s significance for an international school, he shared:
“As an international teacher, I feel In the Heights is a perfect choice for this year’s production. It is a story about finding a sense of belonging and creating a community wherever one is—something the diverse student body at Stonehill can truly relate to.”
Gallant, who initially worked as a music and drama programmer at a summer camp for children with physical disabilities, now actively encourages his students to explore drama as a means of building confidence and collaboration skills.
The three-day showcase received resounding applause, with audiences appreciating the passion, professionalism, and storytelling brought to life by the young performers. Stonehill International School’s commitment to the arts continues to empower students to explore creative expression and cultural storytelling, making their annual musical production a highlight of the school’s cultural calendar.
New Delhi, 3rd March 2025: Hello Kids, one of India’s largest preschool chains, has reached a significant milestone by expanding to 1,000 centres across India and Bangladesh. With an ambitious roadmap ahead, the brand now targets 2,000 centres within the next three years, aiming to provide early childhood education to over 100,000 students by 2028.
Predominantly established in Bangalore and Hyderabad, Hello Kids is now gearing up to expand its presence across northern and western India, further strengthening its position in the preschool segment.
Founded in 2005 by Pritam Kumar Agrawal, Hello Kids began as a single preschool in Bangalore. Over the years, the brand has grown into a widespread network, largely credited to its no-royalty franchise model. The chain’s affordable and accessible approach to early learning has made it a preferred choice for parents and educators alike.
Mr. Agrawal, who hails from a small village, faced numerous challenges while establishing Hello Kids. From managing daily operations to personally driving school vans, he worked hands-on to understand the intricacies of running a credible preschool. His efforts gained further momentum when his wife, Sunita Jain, a software engineer, joined him in the venture. Together, they leveraged franchising to scale the business, making Hello Kids India’s first no-royalty model preschool chain.
“From humble beginnings to becoming a household name in early childhood education, Hello Kids has always focused on making preschools affordable while providing the best learning environment for young minds. Our goal is to reach 2,000 centres by 2028 while staying committed to excellence in early learning,” said Pritam Kumar Agrawal, Founder & Director of Hello Kids.
Over the years, Hello Kids has garnered multiple accolades for its contribution to early childhood education. The brand was named India’s Most Respected Childhood Education Brand 2022-23 by Education World and was also awarded Leading Preschool Chain at the Elets World Education Summit 2022.
“At Hello Kids, we believe in nurturing young minds with innovative learning experiences. Our goal has always been to make high-quality preschool education accessible to every child. As we expand further, we remain committed to providing a safe, engaging, and stimulating environment for early learners, ensuring they build a strong foundation for the future,” added Sunita Jain, Director & CEO of Hello Kids.
A major factor behind Hello Kids’ rapid expansion has been its comprehensive training and support system for franchise partners. The company provides training in curriculum development, teaching methodologies, marketing strategies, social media engagement, parent counseling, and admission handling.
Academic training sessions focus on phonics, Montessori techniques, STEM education, and social behaviour development—all crucial elements for early childhood development.
The Hello Kids curriculum aligns with India’s New Education Policy (NEP) 2020, integrating digital learning tools such as Virtual Reality kits, digital slates, and talking pens to enhance student engagement. The brand also ensures child safety with CCTV-monitored classrooms, a hygienic environment, and experienced educators.
With a strong foundation in early learning, a commitment to innovation, and an ambitious expansion plan, Hello Kids is poised to reshape the preschool landscape in India in the coming years.
On February 27, 2025, former NASA astronaut Mike Massimino visited PM SHRI Kendriya Vidyalaya in New Delhi, where he engaged with students in an interactive session. During his visit, he also explored the school’s advanced facilities, including the AR-VR Lab, Atal Tinkering Lab, and language lab.
While interacting with the students, Mr. Massimino praised India’s Chandrayaan-3 mission, emphasizing its significance not just for India but for the global space community. He highlighted the challenges of landing on the Moon’s South Pole and how this achievement could provide key insights into water sources essential for habitation. Additionally, he underscored the importance of international collaboration in future space programs.
Mr. Massimino shared how a movie based on 7 astronauts inspired him to become an astronaut. Engaging with the students, he answered their questions about space exploration, the kind of food they had during their space trips, etc. Recounting his personal experiences, he described how he adapted to zero gravity in space and elaborated on their sleeping arrangements, consoles to work, etc. Students were also curious about AI’s role in space exploration. In response, he explained that AI would streamline the processes, making them more efficient, cost-effective, and safe. Concluding his interaction, he advised students on the subjects and skills they should pursue if they aspire to a career in space exploration.
During the event, students asked several questions about the challenges of pursuing a career as an astronaut and the key subjects essential for their preparation. Mr. Massimino emphasized the importance of exploring various fields, including soil sciences and marine biology. His practical and insightful answers left the students excited and deeply inspired. They also asked him about the most challenging project he worked on at NASA and whether human habitation on Mars would be possible in the near future. He explained that while living on the Moon could become a reality soon, settling on Mars would take longer due to the technological challenges that still need to be overcome.
Mr. Mike Massimino, a former NASA astronaut, is a professor of mechanical engineering at Columbia University and the senior advisor for space programs at the Intrepid Sea, Air & Space Museum. He received a BS from Columbia University, and MS degrees in mechanical engineering and in technology and policy, as well as a PhD in mechanical engineering, from the Massachusetts Institute of Technology.
After working as an engineer at IBM, NASA, and McDonnell Douglas Aerospace, along with academic appointments at Rice University and at the Georgia Institute of Technology, he was selected as an astronaut by NASA in 1996, and is the veteran of two space flights, the fourth and fifth Hubble Space Telescope servicing missions in 2002 and 2009. Mike has a team record for the number of hours spacewalking in a single space shuttle mission, and he was also the first person to tweet from space. During his NASA career he received two NASA Space Flight Medals, the NASA Distinguished Service Medal, the American Astronautical Society’s Flight Achievement Award, and the Star of Italian Solidarity.
He is the Senior Adviser for Space Programs at the Intrepid Sea, Air & Space Museum in New York City. He is also a professor in Columbia University’s engineering school, The Fu Foundation School of Engineering and Applied Science.
Also present at the programme were Shri Somit Shrivastava, Joint Commissioner (Pers); Shri B.K. Behra, Deputy Commissioner (Academics) KVS HQ; Shri S.S. Chauhan, Deputy Commissioner, KVS Delhi Region; Shri G.S. Pandey and Shri K.C. Meena, Assistant Commissioner, Delhi Region; Shri V.K. Mathpal, Principal KV No.2, Delhi Cantonment; and others.
Education
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
Adolescence is a pivotal phase in a child’s development, marked by rapid physical and psychological transformations. It is a time of exploration, self-discovery, and, often, vulnerability. To provide structured guidance and empower young girls during this crucial stage, Nagaland has introduced ‘Adolescent Girls Clubs’ in both government and private schools for girls aged 10-19 years under Mission Shakti.
On 5th October 2024, the first Adolescent Girls Club was launched at Don Bosco Higher Secondary School, Wokha, Nagaland, with 50 adolescent girls as its founding members. The initiative aims to equip girls with essential skills, knowledge, and support systems to navigate challenges, make informed choices, and build a strong foundation for their future. With the motto “Live the Promise,” the clubs aspire to develop confident, informed, and compassionate leaders of tomorrow.
Objectives of the Adolescent Girls Club
The initiative is designed with key objectives to educate, uplift, and empower adolescent girls:
- Empowerment – Equip girls with life skills and confidence to make informed decisions.
- Education – Provide academic support and resources to enhance learning outcomes.
- Health Awareness – Educate members on reproductive health, mental health, substance abuse, and nutrition.
- Leadership Development – Foster leadership skills through mentorship programmes and interactive workshops.
- Social Well-being – Encourage participation in community service and social responsibility initiatives.
The Adolescent Girls Club will engage its members in workshops, mentorship programmes, health camps, community service projects, and creative expression activities. Additionally, a special adolescent toolkit is being developed to serve as a guide for both adolescent girls and their parents. The toolkit will include informational materials on menstrual hygiene management (MHH), mental health, teenage pregnancy prevention, child abuse awareness, and emergency helpline numbers.
Teachers and counsellors are actively working on IEC (Information, Education, and Communication) materials tailored to adolescent needs. The clubs will also conduct monthly activities to ensure continuous engagement, provide a platform for girls to discuss their concerns, and create a safe space for their growth and development.
This initiative under Mission Shakti is expected to positively impact thousands of young girls across Nagaland, equipping them with the necessary tools to navigate adolescence with confidence and resilience.
Education
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
In a significant move to regulate the burgeoning number of pre-primary schools across Maharashtra, the state government has announced that, starting from the academic year 2025-26, all such institutions will be required to register with the School Education Department. This initiative aims to curb arbitrary fee structures and ensure standardized education quality for young learners.
Minister of State for Education, Dr. Pankaj Bhoyar, emphasized the necessity of this regulation, stating that while establishing a pre-primary school currently doesn’t mandate prior permission from the government or the education department, it’s imperative for local education officers to maintain records of these institutions. “To achieve this, the registration of schools will be made mandatory,” Dr. Bhoyar remarked. He further disclosed that efforts are underway to draft legislation governing the fees these schools can levy. Once enacted, this law will enforce compulsory registration of pre-primary schools with the School Education Department, with implementation slated for the 2025-26 academic session.
The state’s proactive approach reflects its commitment to bringing positive transformations in the education sector through collaborative efforts. Dr. Bhoyar encouraged stakeholders to share insights or suggestions regarding the execution of central or state educational initiatives, assuring that valuable recommendations would be duly considered. “The state government is striving to bring positive changes in the education system through collective efforts,” he affirmed.
This development is poised to bring about a more transparent and equitable educational landscape for Maharashtra’s youngest scholars.
Gwalior, India – The Scindia School in association with White Canvas India hosted an inspiring Young CEO Product Launch Ceremony on February 20, 2025. The event marked a significant milestone in student-led entrepreneurship, showcasing innovative startups developed by young minds of the school.
The TSS WCI Young CEO Program is a revolutionary initiative designed to nurture entrepreneurial thinking among students, equipping them with right mindset, real-world business skills through hands-on learning. The event brought together founders, industry leaders, and students to celebrate the entrepreneurial spirit of tomorrow’s business leaders.
Three teams of dynamic young entrepreneurs introduced their startups, each addressing crucial market needs with a strong emphasis on sustainability, innovation, and impact:
1️. Eco BAM – Sustainable Bamboo Products
- A venture dedicated to replacing plastic with eco-friendly bamboo-based alternatives such as bottles, cutlery, and plates.
- Committed to promoting a greener, plastic-free future.
2️. Rebloomers – Upcycled Fabric Creations
- A student-led foundation transforming discarded fabrics into stylish bags, wallets, and pouches.
- Advocates for zero-waste fashion and sustainable consumption.
3️. Profeed – Healthy Protein Bars & Millet Cookies
- A nutrient-rich, no-added-sugar snack brand designed for health-conscious consumers.
- Focused on providing wholesome, high-protein alternatives to promote a healthier lifestyle.
- Pioneering Healthy can be tasty mantra.
The launch in record time is a testament to the power of young minds in shaping the future of business and sustainability. By fostering innovation at an early stage, The Scindia School aim to ignite a culture of entrepreneurship among students, inspiring them to think big, take risks, and make an impact.
The founders are empowered to do a need analysis, write a professional business plan, negotiate with vendors, design and brand the product, market the product, achieve the Minimum Order Quantity (MOQ), develop a high Social Quotient (SQ) while they are still in school.
The White Canvas India Young CEO program is committed to make every Scindian a Viksit Bharat Ambassador, exclaimed Samaresh Shah, Founder- White Canvas India.
IIT Guwahati Developing VR Metaverse for PM SHRI Schools—But is the Metaverse Still the Future?
Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
Rajasthan Cabinet Approves Bill to Regulate Coaching Centres Amid Rising Student Suicides
Balancing Digital Learning: Should Smartphones Be Banned in Schools?
Are Schools Teaching Girls to Say ‘No’?
Stonehill International School Students Shine in Spectacular Performance of In the Heights
Rethinking Education: Why High Schoolers Are Opting Out of Traditional Degrees for Skill-Based Learning
Hello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
NASA Veteran Mr. Mike Massimino Interacts with Students in New Delhi
Can India Create the Next Elon Musk? Rethinking Science Education for Young Disruptors
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
The Scindia School Students Launch Three Groundbreaking Startups in Record Time
Kala Ka Karawaan Empowers Mumbai Govt School Students via Arts & Media Education
Trump’s Move to Dismantle the US Department of Education: Its Impact on India
Kerala to Introduce Anti-Ragging Cells in Schools to Tackle Bullying
PM Modi Leads ‘Pariksha Pe Charcha’ with Deepika Padukone & Sadhguru
Saudi Teacher Mansour bin Abdullah Al-Mansour Wins $1 Million Global Teacher Prize
Children’s Bird Walks to Connect Young Minds with India’s Rich Avian Diversity
Nurturing Creative Confidence: The Power of ‘Yes’ and ‘Yet’
Sunbeam International Varuna: Pioneering Cambridge Education in Varanasi
NITI Aayog Proposes Education Reforms: New Finance Agency and Fee Flexibility for State Universities
CBSE Set to Organise Mental Health Workshop for Educators on February 12, 2025
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