News
Dept. of School Education & Literacy With Education Ministry Issued SOP For Schools Reopening
Education Minister Dr Ramesh Pokhriyal ‘Nishank’ announced SOP/Guidelines of DoSEL for reopening of schools through his official Twitter account
Department of School Education and Literacy, Ministry of Education has issued SOP/Guidelines for reopening of schools on 5 Oct 2020. Union Education Minister, Dr. Ramesh Pokhriyal 'Nishank,' announced the SOP/Guidelines of DoSEL for reopening of schools through his tweet.
DoSEL, @EduMinOfIndia has issued SOP/Guidelines for reopening of schools. pic.twitter.com/pwJXZZd40w
— Dr. Ramesh Pokhriyal Nishank (@DrRPNishank) October 5, 2020
BRIEF HIGHLIGHTS OF THE SOP/GUIDELINES OF DEPARTMENT OF SCHOOL EDUCATION & LITERACY FOR REOPENING OF SCHOOLS
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As per para -1 of MHA order no. 40-3/2020-DM-I(A) dated 30.09.2020 for reopening, States/UT Governments may take a decision in respect of reopening of schools and coaching institutions after 15.10.2020 in a graded manner in consultation with the respective schools/institutions management and based on the local situation.
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Part I refers to the health and safety aspects of reopening schools. These are based on the prevailing instructions of Ministry of Home Affairs and Ministry of Health and Family Welfare with regard to health and safety protocols and may be implemented by adopting/adapting in accordance with the local situation in all states/UTs.
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Arrange and implement for thorough cleaning and disinfecting of all areas, furniture, equipment, stationery, storage places, water tanks, kitchens, canteen, washrooms, laboratories, libraries, etc. on the school campus and ensure airflow in indoor space.
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Schools to form Task Teams such as Emergency Care Support/Response Team, General Support Team for all stakeholders, Commodity Support Team, Hygiene Inspection Team, etc. with earmarked responsibilities will be helpful.
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Schools may be encouraged to make their own SOPs based on the guidelines issued by States/UTs for the following, keeping in view the safety and physical/social distancing norms, and ensuring that the notices/posters/messages/communication to parents in this regard are prominently displayed/disseminated.
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Physical distancing/social distancing to be ensured while planning the seating plan, functions and events to be avoided, staggering of entry and exits timings and points of schools, staggered time tables.
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All students and staff to arrive at school wearing a face cover/mask and continue wearing it all through, especially when in class, or doing any activity in groups, such as eating in the mess, working in the laboratories or reading in the libraries.
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Display Signages and markings for enforcing physical/social distancing and safety protocols at adequate places. States/UTs should take the consent t of parents/guardians before their child/ward begins attending schools. Students willing to study from home with the consent of the parents may be allowed to do so.
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Sensitize students, parents, teachers, community members and hostel staff on COVID-19 related challenges and their role to be conducted based upon guidelines issued by the Ministry of Education, Ministry of Home Affairs and the Ministry of Health and Family Welfare with all the stakeholders.
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Plan for academic calendar changes for all classes, particularly in relation to breaks and exams. Ensure all students have access to prescribed textbooks before school reopens.
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Ensure availability in school or at contactable distance full-time trained health care attendant/nurse/doctor and counsellor to take care of physical and mental health of the students. Regular health check-up of students and teachers may be organized.
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Adequate information should be collected from students, parents and teachers upon the health status. From local administration: About the State and district helplines and the nearest COVID Centre and other contact details for dealing with an emergency.
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Flexible attendance and sick leave policies may be developed and implemented to encourage students and staff to stay at home when sick.
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Actions to be as per the Protocol defined in case of detection of a suspected case of COVID-19.
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Focus on the most vulnerable students (homeless/migrated students, students with disabilities, and students directly affected by COVID-19 through a family death or hospitalization) to prioritize their needs. Ensure the provision of assistive devices and learning content as per the needs of the CwSN.
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To meet the nutritional requirements of children and safeguard their immunity during the COVID-19 outbreak, States / UTs were advised to provide hot cooked Mid-Day Meal or its equivalent Food Security Allowance to eligible children during the closure of schools and summer vacations. Adequate focus on food safety, health, and hygiene along with physical/social distancing.
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Part II refers to learning with physical/social distancing and the academic aspects related to the delivery of education, such as curriculum transactions, instructional load, timetables, assessment, etc. These are advisory in nature. States &UTs may use these in the manner deemed fit to prepare their own guidelines.
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Making a Comprehensive Alternative Calendar of Activities for the whole year with a focus on learning outcomes. Academic calendar may be realigned for the whole year in accordance with the emerging situation. A comprehensive academic plan can be prepared as per the guidelines received from the concerned Directorate of Education. This plan may follow guidelines of Alternative Academic Calendar prepared by the NCERT.
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Reintegration of students into school may be taken on priority after reopening.
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Teachers must polish their skills for integrating ICT in class as far as possible. Training modules may be prepared for the same.
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Children can also be sensitized about the pandemic by integrating various concepts into the teaching of various subject areas such as EVS, languages, science and social science, arts.
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Teachers must discuss with the students the clear roadmap of the curriculum, the modes of learning to be adopted (through face to face instruction/individual assignments or portfolios/group-based project work/group presentations, etc.) to be covered, the time to be taken for the same, dates of school-based assessments, breaks, etc.
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Focus on the most vulnerable students (homeless/migrated students, students with disabilities, and students directly affected by COVID-19 through a family death or hospitalization) to prioritize their needs.
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Divergent use of teaching resources shall have to be relied upon keeping physical/social distancing and other safety norms in mind. Resources could include peer teaching and learning, use of workbooks and worksheets, use of technology-based resources in class, empowering parents/grandparents/older sibling to teach, using the services of volunteers from the community, etc.
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PRAGYATA Guidelines on digital and online education can be used to orient teachers and students in this regard. If the State/UT has Energized Textbooks, inform students and parents how to download the e-content behind the QR on DIKSHA, codes and use the same in offline mode, thereon.
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Teachers, parents, and administrators need to focus on formative assessment to ensure the achievement of learning goals by all learners. Guidelines of SCERT/NCERT may be used to sensitize parents to improve their understanding of and appreciation for formative assessment.
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Schools to ensure a smooth transition of students from home-based schooling during lockdown to formal schooling. Schools can implement re-adjusted school calendar and redesigned Annual Curriculum Plan (ACP), remedial classes or conduct back to school campaign among other steps.
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The teachers, school counsellor and school health workers should work in unison to ensure the emotional safety of their students. ‘MANODARPAN’ covers a wide range of activities to provide psychosocial support to students, teachers and families for Mental Health and Emotional Wellbeing during the COVID outbreak and beyond.
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Based on these SOP/guidelines, State / UT Governments need to develop their own Standard Operating Procedures for reopening schools and for training different stakeholders as and when the State/Union Territory Governments declare it safe for schools to operate.
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Checklists for safe school environment which includes for different stakeholders, for building resilience and for academic planning and school operations may be used.
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The State/UT Education Departments may conduct awareness and capacity building programmes for DIET faculty members, School Heads, Teachers, and Parents before the opening of the schools.
Source: PIB
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Beyond the Syllabus: School Teachers’ Insights on Project-Based Learning
How classroom experiences are being reshaped through projects, inquiry, and authentic learning
As the classroom grows beyond the boundaries of textbooks and blackboards, so too does the role of the teacher, and the very meaning of learning. Project-Based Learning (PBL), once considered a niche innovation, is increasingly being embraced by educators across schools in India. But what happens when PBL moves from theory to practice?
To answer this, we turned to the people at the heart of the learning experience: teachers.
In conversations with educators from diverse school contexts, one theme was clear: PBL is not just a teaching strategy; it’s a transformation in how students learn, engage, and grow.
From Worksheets to Real-World Work: How PBL Differs from Traditional Homework
One of the clearest contrasts teachers observed was how PBL moves learning from repetition to relevance. Traditional homework often reinforces information through rote exercises. PBL, by contrast, asks students to apply their knowledge to solve problems, create products, or investigate issues that matter to them.
One teacher shared how using PBL to raise student awareness about water pollution was a hit in the class. Instead of just assigning problems, the students were made to create awareness posters, conduct surveys in their neighbourhood, and suggest solutions through group presentations. The teacher also noted how the students took the lead, and had an ownership over this project that they usually don’t showcase.
The shift from repetition to application fosters deeper engagement. Several teachers noted that students who previously struggled to stay motivated with homework showed renewed interest when asked to take on real-world challenges.
Changing Roles: Teachers as Facilitators, Not Just Instructors
Project-Based Learning also changes the role of the teacher, who went from being the sole source of knowledge to a guide who supports inquiry and exploration.
One common change teachers noticed was on how they had to let go of control in the classroom. Naturally, the students now had to work on projects on their own, and could only come to the teacher for guidance and help. The teachers noted that they helped their students ask the right questions, find credible sources, and evaluate their work, instead of completely placing the burden of learning on the teacher themselves.
This change isn’t always easy. It requires a shift in mindset and in many cases, rethinking how time is used in class. But most teachers agree: the shift is worth it. PBL has encouraged interdisciplinary approaches, made space for collaborative learning, and created more meaningful student-teacher interactions.
Unlocking Student Potential: What PBL Offers Beyond Academics
Academic performance remains important, but a lot of teachers repeatedly pointed out that PBL nurtures a broader set of skills, like critical thinking, collaboration, communication, and creativity. One teacher particularly noted on how their quietest students became ‘leaders’, and became outspoken when it came to presenting their ideas and projects. While not directly, PBL helped these students find their voices, and find confidence in their effort and abilities.
Students learn to manage time, negotiate roles, and solve problems, skills that aren’t always reflected in exam scores but are vital for life beyond school. For many teachers, the most rewarding aspect of PBL was watching students take initiative, work through failure, and reflect on their learning.
Widening the Circle: Strategies for Scaling PBL in More Classrooms
While the benefits are clear, teachers acknowledged that implementing PBL at a large scale comes with challenges, like limited time, rigid curriculum structures, and unfamiliarity among teachers.
They offered a few practical suggestions for schools and educators considering wider adoption:
- Start Small and Build Confidence: Starting with short projects aligned to the unit you are already teaching introduces PBL in an easy manner. This way, teachers do not have to worry about overhauling their curriculum, or for making huge changes to their current teaching methods.
- Encourage Collaboration Among Teachers: Joint planning across subjects makes projects richer and more integrated. This also promotes interdisciplinary skills among students, and allows them to craft solutions using different subjects and skillsets.
- Make Time for Reflection: Embedding opportunities for students to present, critique, and reflect helps solidify learning. By reflecting on their projects and mistakes, they can understand how they can improve their approach to PBL.
- Support Professional Development: Teachers emphasized the need for ongoing training, not just one-off workshops but long-term spaces for peer sharing and mentorship. This continuous development would cement and solidify the methods and outcomes that will maximise using PBL for student benefits
Looking Ahead: Redefining Success in Education
PBL challenges traditional ideas of what learning looks like. It pushes students to move beyond memorization, and it challenges teachers to rethink their methods. But more than anything, it opens up the classroom to ideas, to communities, and to possibilities. No longer are students just preparing for exams, but also for the complex world outside school.
As educators continue to navigate the changing landscape of education, the insights from teachers point us toward a hopeful future, where learning is meaningful, relevant, and rooted in real-world experience.
This article is authored by Mrs. Padmashini M Patro, Principal, Air Force School Bamrauli
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Over 3 Lakh Schools Join Hands for India’s Largest-Ever Innovation Challenge: Viksit Bharat Buildathon 2025
In a historic moment for Indian education, more than 3 lakh schools across the country came together to participate in the Viksit Bharat Buildathon (VBB) 2025, the largest live school innovation challenge ever organised in India. The nationwide event was inaugurated in New Delhi by Union Education Minister Dharmendra Pradhan, marking a significant milestone in the Government’s efforts to embed creativity, innovation, and problem-solving into the school ecosystem.
The Viksit Bharat Buildathon, organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission (AIM), NITI Aayog, and AICTE, saw over one crore students from Classes 6 to 12 working simultaneously during a 120-minute live innovation session. Students teamed up in groups of three to five to design prototypes and propose solutions under four themes — Atmanirbhar Bharat, Swadeshi, Vocal for Local, and Samriddhi.
While inaugurating the event, Minister Pradhan interacted virtually with students of PM SHRI Government High School, Khorda, Odisha, and later visited Delhi Public School, Mathura Road, and Kendriya Vidyalaya No. 2, Delhi Cantt. Commending students for their creativity, he said, “The vision of Viksit Bharat will be realised through the innovative spirit of our young learners. These ideas will not only address domestic challenges but also create global models for change.”
The event drew widespread participation, with Uttar Pradesh leading the numbers (78,206 schools), followed by Maharashtra (41,198), Gujarat (20,017), and Madhya Pradesh (18,129). Other states like Tamil Nadu (16,370), Bihar (15,732), Odisha (12,344), and Haryana (11,567) also recorded impressive engagement, showing the growing momentum for grassroots innovation across regions. Even smaller territories like Ladakh (358), Puducherry (149), and Andaman & Nicobar Islands (171) participated actively, reflecting the nationwide reach of the initiative.
According to Sanjay Kumar, Secretary, DoSEL, this unprecedented participation signals a transformation in how Indian students approach learning. “This one-of-a-kind movement strengthens innovative thinking and enhances the problem-solving capabilities of students across India,” he said. Deepak Bagla, Mission Director of AIM, called the initiative a “mass movement connecting schools in remote villages with those in metropolitan cities through innovation.”
A New Chapter for Indian Education
The Viksit Bharat Buildathon signifies more than just a hackathon — it reflects a systemic shift in Indian education towards experiential and innovation-led learning. As schools across the country engage in design thinking, tinkering, and collaboration, students are being equipped not just with knowledge, but with the mindset and skills needed to build a self-reliant India.
By nurturing creativity from an early age and fostering partnerships between schools, government bodies, and industry, the Buildathon is shaping a generation ready to contribute to the vision of Viksit Bharat 2047 — a developed, empowered, and innovation-driven India.
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17-year-old Innovator Designs Learning Tools for the Visually Impaired
At just 17, Singapore-based student Ameya Meattle is proving that age is no barrier to impact. What began as a small idea to make education more accessible has evolved into a mission that is transforming how visually impaired learners experience learning and skill development.
Ameya founded Earth First at the age of 14 — a social enterprise that helps visually impaired individuals “earn and learn” by creating sustainable, eco-friendly products. Working with eight NGOs across India and Singapore, the initiative has trained more than 100 visually impaired students and launched over 23 sustainable product lines, from tote bags and jute placemats to macramé planters. Each design is adapted to provide hands-on learning opportunities and help trainees gain confidence in both craft and enterprise.
Beyond social entrepreneurship, Ameya has focused deeply on education and technology. He led a Python programming course for 50 visually impaired students, designing custom training modules that made coding accessible through screen readers and tactile tools. By introducing technology as a viable career pathway, Ameya hopes to help students move from manual tasks to high-skill, digital opportunities.
His work also extends into assistive technology research. Under the mentorship of Dr. Pawan Sinha at MIT, Ameya developed a VR-based diagnostic game to assess visual acuity in children — turning the process into an interactive experience rather than a clinical test. The tool is being piloted at MIT’s Sinha Lab and with Project Prakash in India, helping doctors evaluate and track visual development before and after eye surgeries.
In addition, during his internship at the Assistech Lab at IIT Delhi, Ameya worked on designing tactile STEM teaching aids, such as accessible periodic tables and coding tutorials for visually impaired learners. His goal, he says, is not just to innovate but to make scientific learning inclusive and joyful for all.
Ameya’s work highlights how education, empathy, and innovation can intersect to create a more equitable future — one where technology serves not just progress, but people.
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Supreme Court Calls for Early Sex Education in Schools: “Not from Class IX, But from a Younger Age”
In a landmark observation, the Supreme Court of India has emphasised the urgent need to introduce sex education at a younger age, rather than waiting until Class IX as is the current norm. The apex court stated that children should be informed and sensitised about the physical and emotional changes that accompany puberty — and taught the necessary care and caution that come with it.
The observation came from a Bench comprising Justice Sanjay Kumar and Justice Alok Aradhe, which noted that the absence of early sex education leaves children vulnerable to misinformation and misunderstanding during their formative years.
“Sex education should be provided to children from a younger age and not Class IX onwards. It is for the authorities concerned to apply their mind and take corrective measures so that children are informed of the changes that happen after puberty,” the court stated.
The Bench made the remarks while hearing an appeal filed by a 15-year-old boy, who had been denied bail by the Allahabad High Court in a case under Sections 376 and 506 of the Indian Penal Code (IPC) and Section 6 of the Protection of Children from Sexual Offences (POCSO) Act. Recognising that the accused was himself a minor, the Supreme Court had earlier granted him bail in September 2025.
In the same case, the Court had directed the Government of Uttar Pradesh to submit an affidavit explaining how sex education is currently implemented in schools. The state responded that sex education is introduced only in Classes IX to XII, following NCERT guidelines. However, the Bench expressed concern over this delayed introduction and urged policymakers to revisit the framework to ensure children receive age-appropriate education much earlier.
The Court set aside the High Court’s order and made the juvenile’s bail permanent until the completion of the trial. More importantly, its remarks have reignited the national debate on the need for comprehensive sexuality education in India, which many experts argue is crucial to preventing abuse, reducing stigma, and promoting healthy development among adolescents.
Education experts have long maintained that early, factual, and inclusive discussions about puberty, consent, and emotional health must begin before adolescence — ideally in primary school — to prepare children for real-world experiences and relationships. The Supreme Court’s observation is expected to prompt renewed policy discussions on revising the sex education curriculum nationwide.
Education
Delhi Government Launches Online First Aid Training Programme for Teachers
The Delhi government has introduced a new online training programme designed to equip teachers with essential first aid skills to respond effectively during health emergencies in schools.
According to a circular issued by the State Council of Educational Research and Training (SCERT), the course — titled “First Aid – To Improve Human Reaction in Challenging Health Situations” — will be conducted under the Massive Open Online Course (MOOC) format. The training is mandatory for all teachers and will run from October 9 to October 19, 2025.
The initiative aims to increase awareness about the importance of readiness in medical emergencies and the role of first aid in saving lives. It will also educate teachers on maintaining functional first aid kits in classrooms and demonstrate practical methods for administering care in real-life situations.
Teachers must achieve at least 70 per cent in each assessment to complete the course successfully. Upon completion, participants will receive certificates, which can be downloaded directly from the platform.
By introducing this online training, the Delhi government seeks to build a culture of preparedness and safety across schools. With thousands of teachers gaining basic emergency response skills, the initiative is expected to significantly improve the ability of schools to manage sudden health crises and ensure student well-being.
Education
Atal Innovation Mission and IFCCI Join Hands to Scale Up Atal Tinkering Labs Across India
The Atal Innovation Mission (AIM), NITI Aayog, and the Indo-French Chamber of Commerce & Industry (IFCCI) have signed a Statement of Intent (SoI) to strengthen and expand the Atal Tinkering Labs (ATLs) network across India. The agreement, formalised at the French Embassy in New Delhi during IFCCI’s 3rd CSR Connect Day 2025, marks a significant step in fostering STEM education, digital literacy, and innovation among school students.
The event was attended by H.E. Thierry Mathou, Ambassador of France to India, who praised the partnership for deepening Indo-French collaboration in social development. He highlighted that 2026 will mark the India–France Year of Innovation, encouraging businesses from both nations to invest in sustainable, community-driven impact initiatives through Corporate Social Responsibility (CSR).
Through this partnership, IFCCI and AIM aim to mobilise CSR contributions from French and Indian companies to improve infrastructure, enhance hands-on learning experiences, and bridge the gap between industry and education. IFCCI, which has already executed over 86 CSR projects benefiting more than 15,000 people across India, will leverage its network to support ATL expansion, particularly in underserved schools.
Mission Director of AIM, Deepak Bagla, noted that over 11 million students have already benefitted from the ATL initiative, which he called “one of the world’s largest grassroots innovation programs.” He said, “From the northernmost village school to the southernmost, innovation is thriving everywhere. The real story lies not in the scale, but in the creativity of the ideas students are building.”
A Shared Vision for Inclusive Innovation
The collaboration aims to make innovation accessible to all students by promoting digital tools, teacher training, and student challenges that inspire curiosity and problem-solving. IFCCI Director General Payal S. Kanwar added, “This partnership is a step forward in empowering youth with 21st-century skills. We aim to bridge the gap between industry and education and make innovation accessible to every student, especially in underserved regions.”
However, as the Atal Tinkering Labs expand, addressing operational challenges remains crucial. Reports by UNICEF and The New Indian Express underscore that access to digital tools alone cannot guarantee innovation without inclusive design, mentorship, and ethical technology use. UNICEF’s SPARK Labs model, which links creativity with social change, offers a useful reference — encouraging schools to blend innovation with empathy, inclusion, and purpose.
Challenges and Areas for Improvement
Despite the ATL program’s remarkable reach, a 2023 assessment highlighted several gaps. Nearly 58% of ATL teachers lack a STEM background or structured training, resulting in inconsistent mentorship. In many schools, ATL sessions are not integrated into the timetable, limiting daily engagement. Moreover, less than 10% of schools report active student participation due to limited guidance and parental scepticism about its academic value.
Operational hurdles like irregular funding, defective equipment, and poor monitoring systems have also hindered consistent performance. Some schools struggle to maintain labs once initial grants are exhausted, while others lack a mechanism to track outcomes effectively.
The Way Forward
For the AIM–IFCCI partnership to achieve its full potential, a few key steps can strengthen impact:
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Teacher Capacity Building: Introduce regular certification-based training programs, preferably in collaboration with universities and tech firms.
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Curriculum Integration: Embed ATL projects within school timetables and link them with existing subjects like science and mathematics.
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Mentorship Networks: Connect schools with local innovators, start-ups, and CSR professionals for year-round engagement.
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Monitoring Systems: Deploy digital dashboards to track participation, tool usage, and project outcomes for better transparency.
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Community Awareness: Conduct parent and community outreach sessions to showcase how tinkering enhances academic learning and future employability.
If executed effectively, this Indo-French collaboration can redefine India’s innovation ecosystem by turning every school into a space where curiosity meets creation. The challenge now lies in ensuring that every student, regardless of background, not only has access to a lab but also the guidance and confidence to build something meaningful within it.
Education
Ministry of Education to Promote Clean and Vibrant School Environments
The Ministry of Education’s Department of School Education and Literacy (DoSEL) has joined the Government of India’s Special Campaign 5.0, running from 2nd to 31st October 2025. The campaign focuses on institutionalising cleanliness (Swachhata), improving efficiency in governance, and enhancing the physical environment of schools across India.
A key goal of the campaign is to ensure that schools provide a clean, safe, and engaging atmosphere for students. States and Union Territories have been encouraged to carry out whitewashing, repainting, and minor repairs such as maintaining functional toilets, fixing flooring, and replastering walls. Refurbishing name boards, reclaiming unused spaces, and improving campus aesthetics are also part of the drive.
To make school environments more vibrant, schools are being encouraged to create murals and wall art inspired by traditional Indian art forms such as Madhubani, Kalamkari, and Warli. These creative efforts will not only beautify campuses but also serve as Building as Learning Aid (BaLA) resources, helping students connect with India’s cultural heritage.
Community involvement forms a central part of Special Campaign 5.0. The Ministry is encouraging schools to involve alumni and local communities through the Vidyanjali platform — a DoSEL initiative that connects volunteers and supporters with government and aided schools. Panchayati Raj Institutions are also being engaged to help local schools upgrade and maintain their infrastructure.
Beyond school-level improvements, the campaign also aims to enhance efficiency in governance. Government offices are reviewing, categorising, and clearing obsolete physical and digital records, while systematically indexing and digitising important files. This process is expected to declutter offices, optimise space, and improve workflow management.
The Department of School Education and Literacy is coordinating with all stakeholders to make cleanliness, participation, and efficiency integral to school operations. The Ministry envisions the campaign as a step towards creating cleaner campuses, more efficient systems, and a stronger sense of ownership within the education ecosystem.
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