News
Dr. Satya Pal Singh Launches Leadership for Academicians Program (LEAP) and Annual Refresher Programme In Teaching (ARPIT) for higher education faculty
Dr. Satya Pal Singh, Minister of State, Ministry of Human Resource Development, launched two new initiatives; Leadership for Academicians Programme (LEAP) and Annual Refresher Programme In Teaching (ARPIT) for higher education faculty.
Published
6 years agoon

Dr. Satya Pal Singh, Minister of State, Ministry of Human Resource Development, launched two new initiatives; Leadership for Academicians Programme (LEAP) and Annual Refresher Programme In Teaching (ARPIT).
He also released information brochures of both the initiatives during the event. While addressing the gathering, Dr Satya Pal Singh said that developing good teachers is an arduous task and if teachers show enough commitment, ARPIT will go a long way in empowering the teaching faculty. Committed teachers will develop confidence and competence and must become effective communicators so that they can spread knowledge like the rays of the sun. Combining the qualities of a good teacher and an effective leader is still more daunting task but not an impossible task, the Minister said. LEAP will fulfill this critical need which will make higher education institutions perform their roles of developing better students who will be future torch bearers. A leader must talk for all generations, present and future; only then institutional growth can be achieved, Dr. Satya Pal Singh explained.
Shri Prakash Javadekar, Union Minister of Human Resource Development in his video message lauded these initiatives which are set to transform quality of teaching and improve leaders, thereby enhancing the quality of higher education institutions. He highlighted the need for constant updation to keep abreast of recent developments which will enrich the teaching learning experiences. Combining academic and administrative leadership is an equal requirement for those heading educational institutions and he hoped that LEAP will help in creating better higher education leaders of tomorrow.
The launch event was graced by Secretary (HE), Chairman UGC, Vice-Chairman AICTE and senior officials of the Department of Higher Education, UGC and AICTE. It was attended by Vice-Chancellors, Directors, heads of autonomous bodies, Project Coordinators of National Resource Centres of ARPIT and representatives of LEAP training institutions.
Leadership for Academicians Programme (LEAP) is a three weeks Flagship leadership development training programme (2 weeks domestic and one week foreign training) for second level academic functionaries in public funded higher education institutions. The main objective is to prepare second tier academic heads who are potentially likely to assume leadership roles in the future. The programme would provide senior faculty, with high academic credentials, the required leadership and managerial skills including skills of problem-solving, handling stress, team building work, conflict management, developing communication skills, understanding and coping with the complexity and challenges of governance in HEIs, financial & general administration.
The implementation of LEAP Programme will be through 15 NIRF top ranked Indian Institutions namely, Indian Institute of Technology Roorkee; IIT Kanpur; NIT Trichy; Indian Institute of Science Education and Research (IISER) Kolkata; Jawaharlal Nehru University; IIT (BHU); University of Delhi; Indian Institute of Technology Bombay; TISS Mumbai; University of Hyderabad ; NIEPA, Indian Institute of Technology Kharagpur; Jamia Milia Islamia; Banaras Hindu University and AMU.
The foreign Universities identified for the training are also within the top 100 in the world global rankings. The foreign collaborating institutions are University of Michigan; NTU Singapore; Harvard University; Purdue University, USA ; University of Chicago; University of Pennsylvania / Stanford; Monash University; London School of Economics/ Oxford University; University of Cambridge and University of Virginia, USA.
Annual Refresher Programme in Teaching (ARPIT), a major and unique initiative of online professional development of 15 lakh higher education faculty using the MOOCs platform SWAYAM. For implementing ARPIT, 75 discipline-specific institutions have been identified and notified as National Resource Centres (NRCs) in the first phase, which are tasked to prepare online training material with focus on latest developments in the discipline, new & emerging trends, pedagogical improvements and methodologies for transacting revised curriculum.
In 2018, the inaugural year itself, the NRCs are expected to cater to around 13 lakh faculty of the total 15 lakh faculty in higher education. The courses cover a diverse range of topics such as, inter alia, Indian culture & Heritage Studies, Pedagogical Innovations & Research Methodology, Latest Trends in Pedagogy and Assessment, Personal-Emotional Development and Counselling , Neural Networks and Deep Learning & Knowledge discovery, ICT in Science and Maths teaching, Innovation and Best Practices in Educational Skills, Leadership and Governance in Higher Education, Public Policy and Administration, English Language Teaching, Hindi Literature & Linguistics, Methodology of Teaching Sanskrit, Effective Creations and Innovative Researches in Medieval Gujarati Literature, Tribal and Regional languages, Urdu, French Studies, Tools, techniques and experiments in Earth Science, Mathematics, Statistics, Zoology, Chemistry, Physics, Biotechnology , Biomechanics, Marine Science, Calculus, Real Time Power Analysis and Smart Grid, Civil Infrastructure for Smart City Development, Engineering Mechanics, Design Spectrum, DIY Manufacturing Technology, Advanced Concepts in Fluid Mechanics, Energy Systems Engineering, Engineering Mechanics, Physics of Semiconductors and Devices, Internet of Things, Astronomy and Astrophysics, Electrical Engineering, Bio-Medical engineering, Metallurgical Engineering and Materials Sciences, Chemical Engineering, Aerospace Engineering, Tourism and Hospitality Management, Political Science, Economics, Psychology, Development Perspectives in Agriculture, Gender/Women's studies, Law, Disaster Management, Climate change, Library & Information Science, Ethics, Human Rights and Environment , Social and Rural Development, Anthropology etc. Currently, registrations are open for the online refresher courses on SWAYAM platform, https://swayam.gov.in/courses/public
The course is a 40 hour module with 20 hours of video content and 20 hours of non-video content. They are offered in a highly flexible format and can be done at one’s own pace and time. There are built-in assessment exercises and activities as part of the academic progression in the course. At the end of the course, they will be a terminal assessment which can be either online or a written examination. All faculties who have successfully completed the online refresher course will be certified. The courses will remain open from 1st November, 2018 to 28th February, 2019. All in-service teachers, irrespective of their subject and seniority are requested to register and complete these refresher courses which will help them in career advancement.
NRCs are located in a mixed range of institutions such as, Central Universities, IISc, IUCAA, IITs, IISERs, NITs, State Universities under the Ministry’s Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT); UGC’s Human Resource Development Centres (HRDCs), National Institutes for Technical Teachers Training (NITTTRs), IIITs and IGNOU.
ARPIT will be an ongoing exercise so that every year NRCs will continuously develop new refresher module in their earmarked discipline each year. The training materials will be uploaded and made available through SWAYAM. NRC will publish the list of the faculty who have been certified. The NRCs will revolutionize professional development of faculty by catering to massive numbers by leveraging ICT and online technology platform of SWAYAM.

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Caste Census: A New Chapter in Our Social Sciences Textbook?
Published
20 hours agoon
May 1, 2025
For the first time since 1931, India is set to conduct a nationwide caste census—a move that has stirred political headlines and, perhaps, textbook margins too.
Announced officially by the Union Government this week, the caste enumeration will be included in the upcoming national census, marking a significant shift in how demographic data is collected and analysed. While states like Bihar have recently undertaken caste surveys, this is the first time in post-independence India that the Centre has agreed to officially gather detailed caste data, beyond the Scheduled Castes (SCs) and Scheduled Tribes (STs) traditionally documented since 1951.
So, what exactly is a caste census?
Think of it as a social snapshot. A caste census doesn’t just count—it maps. It records the distribution of caste groups across India and looks at their access to education, employment, housing, and welfare. The aim is to help policymakers understand who’s thriving, who’s still struggling, and where gaps remain.
Why should schools care?
Because this isn’t just data for government files—it’s a lesson in equity, diversity, and history.
The caste census is more than a bureaucratic exercise. It’s an opportunity for educators to unpack centuries of India’s complex social structure and help young minds make sense of why some policies exist in the first place. Reservation, affirmative action, social justice—these are not just chapter headings. They’re real-world mechanisms built on understanding where society stands.
For school students, this could be a way to understand that historical inequality doesn’t disappear just because it’s uncomfortable to discuss. Including caste enumeration as a case study in Social Science classes can foster honest, inclusive conversations about privilege, access, and opportunity.
We can rightly put it by saying, “Understanding caste isn’t about division, it’s about awareness.”
From 1931 to 2025: What changed?
Under British rule, caste was recorded in every Census between 1881 and 1931. After independence, India stopped documenting caste broadly, focusing only on SCs and STs. The last comprehensive attempt was the 2011 Socio-Economic and Caste Census (SECC), but its data was never officially released due to questions around accuracy.
This latest announcement, therefore, is more than a policy decision—it’s a social reckoning.
And while political parties like the Congress have long demanded such a survey, arguing it’s crucial for equitable development, its inclusion now provides a teachable moment for the education system.
Making it student-friendly
Here’s how schools can make the caste census more accessible and meaningful to students:
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Storytelling through data: Use infographics and classroom discussions to show how socio-economic progress varies across communities.
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Project-based learning: Let students study their local area’s access to public services—schools, hospitals, ration shops—and link it back to the idea of representation.
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Debate and dialogue: Create spaces where students can discuss reservations, inclusion, and diversity with sensitivity and empathy.
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Historical comparisons: Encourage students to trace how the Census evolved over time and what it tells us about India’s changing priorities.
In an age of growing data literacy, this is a golden chance to show students how numbers can tell stories—and how those stories can shape policy and perception.
Because education isn’t just about teaching history—it’s about helping students read between the lines of it.
Education
Delhi Approves Landmark Bill to Regulate School Fees Across 1,677 Institutions
Published
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April 30, 2025
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.
Education
NCERT Class 7 Textbooks Updated: Mughals Removed, Focus on Indian Ethos and Pilgrimage
Published
3 days agoon
April 29, 2025
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.
Education
Aalamaram 2025: Where Indian Educators Came Together to Grow, Reflect, and Lead
Published
4 days agoon
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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.
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Education
India Bids Farewell to NEP Architect Dr K. Kasturirangan
Published
7 days agoon
April 25, 2025
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.
Education
Trump Signs Executive Order to Promote AI Integration in U.S. K-12 Education
Published
1 week agoon
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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)
Education
Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
Published
1 week agoon
April 24, 2025
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.
Education
Harvard University Sues Trump Administration Over $2.2 Billion Funding Freeze
Published
1 week agoon
April 22, 2025
In a bold move to defend their academic freedom, Harvard University has filed a lawsuit against the Trump administration, challenging the federal government’s freeze on over $2.2 billion (approx. ₹18,350 crore) in grants. The funding block was enacted after Harvard refused to comply with sweeping demands that included curbing student activism, overhauling leadership, and auditing campus views on diversity and inclusion.
Filed in a federal court in Boston, Harvard’s lawsuit argues that the freeze violates its First Amendment rights, as well as provisions under Title VI of the Civil Rights Act and the Administrative Procedure Act. The university has called the move “arbitrary and capricious,” citing the significant damage it could cause to ongoing research efforts across medicine, technology, and national security.
In its filing, the university stated, “The Government has not — and cannot — identify any rational connection between antisemitism concerns and the medical, scientific, technological, and other research it has frozen.” The administration’s actions, Harvard added, threaten not just its own academic integrity but the autonomy of American universities as a whole.
The standoff began after the Trump administration issued a letter on April 11, 2025, demanding that Harvard implement stricter disciplinary measures on campus protesters, reform its admissions process, revoke recognition of certain student clubs, and audit faculty and students for political diversity. It also urged the university to screen international students for “hostility to American values.”
Harvard President Alan Garber responded firmly, refusing to compromise on the institution’s independence. “We stand for the truth that universities can fulfill their essential role in society without improper government intrusion,” he stated in a message to the Harvard community.
Following Harvard’s public defiance, the administration quickly enacted the funding freeze. Trump himself took to his Truth Social platform to question whether the university should lose its tax-exempt status, accusing it of promoting “political, ideological, and terrorist-inspired” views.
Support for Harvard’s legal action has come from several quarters. The American Council on Education, which represents over 1,600 higher education institutions, commended the lawsuit, calling it a necessary defence of scholarship and scientific research. “We applaud Harvard for taking this step and look forward to a clear and unambiguous statement by the court rebuking efforts to undermine academic integrity,” said council president Ted Mitchell.
Anurima Bhargava, a Harvard alumna and civil rights advocate, added, “This is a reckless and unlawful attempt at power and control. Harvard has once again stood firm against dangerous and escalating demands.”
This legal battle marks one of the most high-profile confrontations between higher education and the federal government in recent times. At its core lies the question of whether public funding can be used as leverage to reshape the ideological and governance structures of academic institutions—a precedent that could have implications far beyond Harvard.
As the case unfolds, educators and students around the world will be watching closely. In a time when the autonomy of educational institutions is increasingly under scrutiny, Harvard’s lawsuit could become a defining moment in the global conversation on academic freedom.
(This article has been generated with supporting information as reported by The Hindu)
Education
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
Published
2 weeks agoon
April 21, 2025
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.
Education
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
Published
2 weeks agoon
April 18, 2025
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.
Newsletter

Caste Census: A New Chapter in Our Social Sciences Textbook?

Delhi Approves Landmark Bill to Regulate School Fees Across 1,677 Institutions

NCERT Class 7 Textbooks Updated: Mughals Removed, Focus on Indian Ethos and Pilgrimage

Aalamaram 2025: Where Indian Educators Came Together to Grow, Reflect, and Lead

India Bids Farewell to NEP Architect Dr K. Kasturirangan

Trump Signs Executive Order to Promote AI Integration in U.S. K-12 Education

Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020

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