Opinion
Early Childhood Care & Education – Quality Standards as a tool to promote equitable quality
Dr Kamini Prakash Rege believes in the need for Quality Standards as a tool to promote equitable quality ensuring optimum developmental opportunities for children
Acceptable Standards
At present, in India, as in many other countries, there is a great diversity in the nature of programmes available for ECCE. The number of players in the field is increasing; this multiplicity of service providers has led to diverse models of ECCE entering the field, bringing with them a multitude of philosophies of childhood and education, often without examining the cultural and contextual relevance of the models. However, there is no certain qualification for an individual to enter the field of ECCE, and there have hardly been any attempts made to lay down some guidelines to ensure that the ECCE services offered are of the right quality and serve the best interests of the young child. At times, many of these ECCE provisions are detrimental rather than being beneficial to the young child. Therefore, it follows as a logical corollary to set some acceptable standards for ECCE in order to ensure improved quality across all the programmes and provisions available to the young children across the country.
Professional Development
In India, the role and functioning of the nature of programmes available for ECCE are changing and so is what is expected of teachers. Teachers are asked to teach in increasingly multicultural classrooms; to place greater emphasis on integrating students with special learning needs in their classrooms; to make more effective use of information and communication technologies for teaching; to engage more in planning within evaluative and accountability frameworks, and to do more to involve parents in schools.
No matter how good pre-service training for teachers is, it cannot be expected to prepare teachers for all the challenges they will face throughout their careers. Education systems, therefore, seek to provide teachers with opportunities for in-service professional development in order to maintain a high standard of teaching and to retain a high-quality teacher workforce.
Effective professional development is on-going, includes training, practice, and feedback, and provides adequate time and follow-up support. Successful programmes involve teachers in learning activities that are similar to ones they will use with their students and encourage the development of teachers’ learning communities. There is growing interest in developing schools as learning organisations, and in ways, for teachers to share their expertise and experience more systematically.
The development of teachers beyond their initial training can serve a number of objectives including:
- to update individuals’ knowledge skills, attitudes and approaches towards the new teaching techniques and objectives, new circumstances and new educational research and recent advances in the area;
- to enable individuals to apply changes made to curricula or other aspects of teaching practice;
- to enable schools to develop and apply new strategies concerning the curriculum and other aspects of teaching practice;
- to exchange information and expertise among teachers and others, e.g. academics, industrialists; and
- to help weaker teachers become more effective.
Ensuring Quality
The approach of Quality Standards is informed by the principle that quality is a multifaceted concept and its enhancement should be seen as a dynamic and a continuous process and not an end in itself, wherein organisations move towards optimum by adopting a cumulative approach towards quality improvement. This would lead to continuous improvement in the services offered by centres in a manner that meets the needs of the young child. It is a tool to promote equitable quality. A graded approach is being adopted wherein the essential criteria will be laid down in a graded and weighted form.
The purpose of the Quality Framework is to provide directives for areas known to be important for ensuring the optimum developmental opportunities for children. It also involves developing appropriate support mechanisms to ensure that quality is achieved and maintained.
Standards and norms are crucial:
- To promote professionalism in the field
- To promote, reinforce and safeguard quality services for all young children
- For the systematic development of this field
Services and programmes for the children in the age group of 0 – 8 years have to be developed keeping in mind the developmental abilities i.e. developmental domains, milestones and needs of the child.
Pedagogies used in ECCE programmes should emphasize the holistic development of the young child, also keeping in mind the needs of special children. Both care and education are important, and the linkages between them need to be explored and drawn on. Interlinkages across domains should also be addressed as the domains of development are not exclusive to each other.
The pedagogy should reflect the learning of the child in his/her context. Transactions should be based on an understanding of the context of the child and the social background of the family.
It is important to recognize the family as the first context where learning and development for all children take place. The family and parents are of paramount importance in the delivery of ECCE programmes and services. A harmonious relationship with positive linkages to the family and parents ensures that the best interests of the child are kept in mind for optimum development.
The child is an active agent in learning, and this has to be encouraged and facilitated in order to allow him/her to develop his/her full potential. The child should be free to make choices, explore and experiment, for which the child should be provided with such opportunities in the surroundings. The voices of the children, along with the voice of the special children, need to be listened to, in order to ensure that their interests are being met by the practitioners, researchers, teachers, professionals and various stakeholders.
Quality ECCE programmes should value and respect diversity of all kinds – cultural, linguistic, caste, gender, class, disability etc. Quality programmes should promote a sense of belonging among children from the varied Indian cultural heritage whether from high socio-economic strata or from low economic strata, abled group or disabled group. Programmes should embrace diversity by introducing a variety of rich and varied experiences, thus allowing children to value and respect diversity.
Protecting Children
We teach our young children all sorts of ways to keep themselves safe. We teach them to watch the hot stove, we teach them to look both ways before they cross the street, but more often than not – body safety is not taught until much older – until sometimes…it is too late. Talk to your children. It is never too soon. It doesn’t have to be a scary conversation. Don’t wait another day. Start these conversations today. Here are the 10 most important areas to cover:
- Talk about body parts early: Name body parts and talk about them early – very early. Use proper names for body parts – or at least teach your child what the actual words are for their body parts. I can’t tell you how many young children I have worked with who have called their vagina their “bottom” and other various names. If a child needs to make a disclosure of abuse – this can make their story confusing.
- Teach them that body parts are private: Tell your child that their private parts are called private because their private parts are not for everyone to see. Explain that mommy and daddy can see them naked, but people outside of the home should only see them with their clothes on. Explain how their doctor can see them without their clothes because mommy and daddy are there with them and the doctor is checking their body.
- Teach your child body boundaries: Tell your child matter-of-factly that no one should touch their private parts and that no one should ask them to touch somebody else’s private parts. Parents will often forget the second part of this sentence. Sexual abuse often begins with the perpetrator asking the child to touch them or someone else.
- Tell your child that body secrets are not okay: Most perpetrators will tell the child to keep the abuse a secret. This can be done in a friendly way such as, “I love playing with you, but if you tell anyone else what we played they won’t let me come over again” or as a threat – “This is our secret. If you tell anyone I will tell them it was your idea and you will get in big trouble!” Tell your child that no matter what anyone tells them, body secrets are not okay. Let your child know that they should always tell you if someone makes them keep a body secret.
- Tell your child that no one should take pictures of their private parts: This one is often missed by parents. There is a whole sick world out there of pedophiles who love to take and trade pictures of naked children online. This is an epidemic and it puts your child at risk. If you only talk about body safety you might be missing a risk factor. Tell your child that no one should ever take pictures of their private parts.
- Teach your child how to get out of scary or uncomfortable situations: Some children are uncomfortable with telling people “No” – especially older peers or adults. Help give them excuses to get out of uncomfortable situations. Tell your child that if someone wants to see or touch private parts they can tell them that they need to leave to go potty.
- Have a code word your child can use when they feel unsafe or want to be picked up: As children get a little bit older, you can give them a code word that they can use when they are feeling unsafe. This can be used at home, when there are guests in the house or when they are on a playdate or a sleepover.
- Tell your child they will never be in trouble if they tell you a body secret: Children often tell me that they didn’t say anything because they thought they would get in trouble too. This is often reiterated by the perpetrator. Tell your child that no matter what happens – when they tell you anything about body safety or body secrets they will NEVER get in trouble.
- Tell your child that a body touch might tickle or feel good: Many parents and books talk about “good touch – bad touch” – but usually, these touches do not hurt or feel bad. Try and stay away from these phrases, as it can confuse a child that is “tickled” in their private parts. I prefer the term “secret touch” – as it is a more accurate depiction of what might happen.
- Tell your child that even if they know someone or even if it is another child – these rules are the same: This is an important point to discuss with your child. When you ask a young child what a “bad guy” looks like they will most likely describe a cartoonish villain. Be sure to mention to your child that no one can touch their private parts. You can say something like, “No one should touch your private parts. Mommy and daddy might touch you when we are cleaning you or if you need cream – but no one else should touch you there. Not friends, not aunts or uncles, not teachers or coaches – no one. Even if you like them or think they are in charge, they should still not touch your private parts.”
ECE Awareness
Overall, the attitude of the parents in India about the importance of Early Childhood is found to be moderately favourable towards schooling and education of their children. The fact is that there is growing awareness regarding literacy and education; persistent campaigns through mass media around the country and attempts at mainstreaming have significantly affected all sections of the society, including the tribal population. The value attached to schooling and education of children has substantially improved compared to earlier times when lack of literacy and negative attitude towards education were the main barriers to sending children to preschool. Previously education was considered as wastage of time and money since its outcome was perceived to be uncertain and unimportant. Presently, the importance and the outcomes of education are highly appreciated by people through persistent efforts at compulsory education and increased awareness through information and technology revolution. The favourable attitude of the parents refutes the earlier findings that parental attitude and involvement is generally negative or low in minority and low socioeconomic status characteristics of households, in particular, parental income, wealth, education and occupation, have long been known to be major determinants of educational enrolment and achievement in both developing and developed countries. The family stimulation is the resultant of the influence of cultural and educational profile of the family and active parental attitudes regarding education and attainment of their children.
Family involvement is the strongest predictor of child educational outcomes. This dimension associated significantly with children's motivation to learn, attention, task persistence, receptive vocabulary skills, and low conduct problems. Family involvement in education has been identified as a beneficial factor in young children's learning. It is, therefore, a key component of national educational policies and early childhood programs. Much of the research on parent involvement, as it relates to children's outcomes, has emphasized the relationship between specific parent involvement behaviours and children's achievement. Parental involvement at school (e.g., with school activities, direct communication with teachers and administrators) is associated with greater achievement in mathematics and reading. Higher levels of parent involvement in their children's educational experiences at home (e.g., supervision and monitoring, daily conversations about school) have been associated with children's higher achievement scores in reading and writing, as well as higher report card grades. Parental beliefs and expectations about their children's learning are strongly related to children's beliefs about their own competencies, as well as their achievement. Parents who evidenced high levels of school contact (volunteering in the classroom, participating in educational workshops, attending meetings) had children who demonstrated greater social competency than children of parents with lower levels of school contact. Home-based involvement would be most strongly associated with positive classroom learning outcomes and that direct school-based involvement would predict lower levels of conduct problems. Home Based Involvement activities, such as reading to a child at home, providing a place for educational activities, and asking a child about school, evidenced the strongest relationships to later preschool classroom competencies. These activities were related to children's approaches to learning, especially motivation and attention/persistence, and were found to relate positively to receptive vocabulary. The attitude of the parents signifies that the supporting nature of family in their children’s education. The parental attitude can be negative or positive. The negative attitude of the parents regarding education and schooling can prevent their children from getting an education. With less parental support in school work, low level of motivation and poor self-esteem of children can result Positive attitude of the parents can be beneficial to their children in many cases and can be reflected in the improvement in class performance, creating interest among children to learn, and higher achievement scores in reading and writing. The growing awareness regarding education makes many families value their children’s education and act favourably towards early years and education of their children. They become a part of the decision-making process of school and decide their children’s future regarding higher education.
Concerns & Challenges
Commercialization of the education: Urbanization and industrialization have not even left the educational sector untouched. One can witness this boom with mushrooming of child-related centers in every nook and corner of the country. Big brands and companies have now entered the market with the motive of making profits. These companies through their marketing strategies provoke people to take up these ventures but at times these people are not themselves well equipped/ qualified. Commercialization is becoming a major concern which if not handled properly could lead to serious consequences. The professionals should be responsible while planning and developing for young children’s education programmes. They should be responsive towards child’s diverse needs since it is not possible to develop a quality program without understanding the basic needs of a child.
Quality of preschool education: For decades we have known that something is amiss in early care and education. Years ago, it was observed that the field was facing a “trilemma”- a nearby inescapable tension among programme quality, staff compensation and affordability of care. Today’s reality is that even with increased communities to ECE from without the government, quality remains embarrassingly poor. Staff salaries are inadequate and high-quality care is not affordable for most parents. While inadequate resources are absolutely the first and major problem, they are not the only issue. How the resources are spent is also critical. In spite of maybe important efforts to improve quality, funds have been inadequate and strategies insufficiently comprehensive to make a real difference in the quality of care most children receive. It is as though we keep planting seeds in the same flower bed year after year without fertilizing the soil, and then wonder why the flowers do not thrive.
Multi-culturality: Considering our own country India, the land of multiculturalism and diversity with so many languages, different attires, cuisines and various codes of conducts. A country that has distinct cultures right from Kashmir to Kanyakumari sometimes creates challenges for the preschool teacher. They have to deal with a number of culturally and linguistically diverse children in a single classroom, thus providing them appropriate education and care and also have to work effectively with their families. Despite numerous efforts in schools, administration, and teacher training still the majority of classroom teacher believe that they are not able to meet all the needs of the children and families from diverse backgrounds. Hence measures are required in this field to train the teachers working with such group of students. They should be sensitive enough to bring best out of a child despite of his/her limitations.
Decreasing Age Range of the child in preschool: Previously, the family system in India was the joint family system, the mothers used to be with the child for most of the time, but the times have changed now, the families are not only becoming nuclear but even the mothers are stepping into the jobs. This leaves them with less time to be spent with their children. Today, the parents have found an easy solution to escape from this liability by getting their child enrolled in a preschool at a very young age even when their child’s separation anxiety has not got settled. For their own professional gains, they are neglecting their roles as parents. Thus, the age range instead of going upwards it is going downward.
Teacher’s qualification: It is recommended that all groups of young children (age 3 and older) should have a teacher with Bachelor’s Degree including Early Childhood Specialization. It should be seen that Early Childhood teachers have training and professional competence. Teachers with comparable qualifications and experience should receive the same salary and benefits, whether teaching in a public elementary school or in early childhood education. Staff should have a range of formal qualifications, with a portion of centre teachers and family child care teachers holding bachelor’s degree and administrators holding advanced degrees. Entry level positions should be maintained so that pre-service qualifications do not become a barrier to individuals from low socio-economic strata or minority groups seeking to enter the field.
Wages do matter: In today’s time when everybody is after money, the wages in this sector are not satisfactory enough to motivate professionals to enter this field. Early care and education staff should earn wages linked to those earned by public elementary school teachers, with salaries varying depending on locale. The starting hourly pay for a child care teacher with a Bachelor’s degree should be equal to that of an elementary school teacher with the same levels of training, professionalisation, and work responsibilities. This is one of the primary reason that male professionals are not keen to enter in this field as in our society they are considered to be the main bread earner and with such low wages, it will be difficult for them to meet the required parameters of their family sustainability.
Parent Involvement is essential: Parent involvement with child’s education has become a major issue in this era of increasing concern about the quality of education. Parent involvement includes several different forms of parental participation in child’s life, education as well as his/her daily tasks. Parent involvement during early childhood period helps the child to form and shape his or her own academic self-concept. Pre-school and pre-school teachers play a vital role in involving the parents with the child’s curriculum thus; they should be well trained to do so. But it is often found that lack of planning and lack of mutual understanding between teachers and parents results in ineffective parent involvement.
About the author:
Dr. Kamini Prakash Rege is Assistant Professor, Department of Human Development, College of Home Science Nirmala Niketan, Affiliated To University Of Mumbai – India. She is also Treasurer, Early Childhood Association – India. Email: [email protected]
Delhi University’s Executive Council (EC) has approved sweeping curriculum revisions that have sparked sharp protests from faculty members, igniting a fresh debate over academic freedom, ideological influence, and the future of higher education in India. The changes, ratified during the EC’s 1,275th meeting, affect multiple departments including Psychology, Sociology, and English, and introduce new programmes in journalism and nuclear medicine.
Among the most contentious shifts is the removal of conflict-based case studies from the Psychology of Peace paper. Case references to Kashmir, Palestine, India-Pakistan relations, and the Northeast have been replaced with conflict-resolution examples drawn from Indian epics like the Mahabharata and Bhagavad Gita. Similarly, a Sociology paper has dropped foundational thinkers like Karl Marx and Thomas Robert Malthus, along with key sections such as the Sociology of Food and the critical lens on the Sociology of Law.
Faculty members are sounding the alarm. As per a story in Business Standard, EC member and Associate Professor at Kirori Mal College, Rudrashish Chakraborty, called the changes “a complete disregard for disciplinary expertise” and warned they could severely damage DU’s global academic standing.
At the heart of the backlash is a deeper concern about ideological overreach in curriculum design. Critics say the move replaces rigorous, research-based frameworks with selectively religious narratives, undermining the pluralism that once defined Indian academia.
Why These Topics Were in the Curriculum in the First Place
Incorporating geopolitical issues like Kashmir and Palestine in social science syllabi wasn’t about courting controversy—it was about helping students understand conflict, diplomacy, and peace-building through lived realities. Scholars like Marx and Malthus, often labelled as ideologues, contributed frameworks that shaped global discourse on inequality, population, labour, and social justice. To erase them from academic memory is not just selective—it’s intellectually dishonest.
Their inclusion wasn’t about promoting one ideology over another but about exposing students to a spectrum of thought. If academic institutions stop encouraging intellectual plurality, they risk becoming echo chambers that simply mirror prevailing politics.
What Could Have Been Done Differently
If the aim was truly to Indianise or decolonise the curriculum—as has been cited in many recent reforms—it could have been done with scholarly rigour. Including Indian thinkers alongside global ones, offering critical engagement rather than replacement, and developing interdisciplinary modules that draw on Indian social realities would have strengthened rather than diluted the curriculum.
A meaningful curriculum reform should be inclusive, consultative, and pedagogically sound. Instead, these changes appear abrupt and top-down, with several faculty members alleging they were not adequately consulted. As one member remarked, “Modernisation cannot come at the cost of academic autonomy.”
The counter to a whitewashed curriculum should not be to do the exact opposite. Figures like Karl Marx are not just ideologists; their legacies extend beyond nation-states. They presented global ideas that remain relevant to Indian society, especially in an age grappling with inequality and labour rights.
And religion—while an important part of many societies—must never dominate education policy. When one faith is elevated in academic materials meant for students of all backgrounds, it chips away at the secular fabric of our democracy.
Replacing complex geopolitical issues with religious scripture is not only pedagogically flawed—it’s, frankly, a dangerous precedent.
New Programmes and Policy Decisions
Beyond the curriculum overhaul, DU has also announced the launch of a two-year M.A. in Journalism in both Hindi and English, and a BSc in Nuclear Medicine Technology, to be offered at the Army Hospital (R&R) for Armed Forces Medical Services personnel. The EC also introduced a new policy for determining teacher seniority, with age taking precedence over API scores when qualifications are equal.
A committee has been constituted to assess the implications of a DoPT circular mandating periodic review of employees aged 50 and above—raising concerns about forced retirement policies within the university system.
As the NEP rollout moves ahead, universities like DU need to walk the path wisely. Reforms should fuel learning, not push a story. Education isn’t meant to box students into ideologies—it’s meant to open minds, spark debate, and shape citizens who can think for themselves. Our classrooms should dig deeper, not go narrow. We can’t afford to swap knowledge for one-sided thinking.
Kerala’s Department of Public Education is steering its schools in a direction few others in the country have ventured. With a growing emphasis on emotional well-being, civic sense, and digital discipline, the state has announced a series of reforms that aim to reframe the purpose and process of schooling in the 2025–26 academic year.
The most striking of these changes is the introduction of a two-week social awareness programme at the beginning of the school year for students from Classes 1 to 10, starting June 2. Higher secondary students will take part in a shorter version of the initiative from July 18. In this period, traditional textbooks will be set aside in favour of sessions that explore topics like drug abuse prevention, responsible social behaviour, emotional regulation, hygiene, gender sensitivity, and legal awareness.
The programme was designed in consultation with experts from the Police Department, Social Justice Ministry, Child Rights Commission, SCERT, and others, ensuring that content is both relevant and age-appropriate. Arts and sports will also be given space during this period, further promoting a holistic approach to education.
In addition to curriculum shifts, the department has issued a directive asking teachers not to create or share reels and videos on social media platforms during school hours. This move comes in light of growing concerns about distractions and the professional image of educators in the digital age.
These reforms reflect a deeper philosophical shift. Education Minister V Sivankutty’s vision seems to be one where schooling is not only about academic advancement but also about nurturing responsible, resilient individuals. While some critics may question the timing or implementation capacity of these reforms, the global education landscape suggests Kerala may be on the right track. Countries like Finland and New Zealand have already incorporated social-emotional learning and life skills into their core curricula, recognising that academic performance alone does not prepare students for an unpredictable world.
Are these reforms necessary? Given rising cases of student stress, substance abuse, and digital addiction, the answer may well be yes. By introducing these changes early in the academic calendar, Kerala is making a case for front-loading empathy, awareness, and life-readiness—concepts that are increasingly critical but often delayed in traditional schooling.
Whether this is a bold experiment or the beginning of a national shift remains to be seen. But there’s little doubt that other states will be watching closely.
As the future of work continues to evolve at a breakneck pace, one thing is becoming increasingly clear: the ability to be human is our greatest advantage. In an age where automation and AI are reshaping industries, it’s no longer technical proficiency that sets students apart, it’s human skills.
And yet, our schools aren’t keeping up.
Globally, education systems remain heavily weighted towards academic and technical achievement. While these are certainly important, they no longer tell the whole story. Employers across sectors are united in their call for graduates who can communicate effectively, manage stress, work in diverse teams, and adapt to constant change.
Deloitte’s 2019 report The path to prosperity: Why the future of work is human found that by 2030, two-thirds of all jobs created will be reliant on human capabilities. These include empathy, creativity, collaboration, emotional intelligence, and the ability to learn continuously. All of which are underdeveloped in our current school structures.
This is not a theoretical problem. The impact is already being felt. Research consistently shows that up to 68% of high school students report feeling anxious, underprepared, and lacking the confidence to take the next step into work or further education. The transition from school to career requires more than ‘knowledge acquisition,’ it requires self awareness.
Human skills are the gateway to that self-awareness. They help students identify their strengths, regulate their emotions, communicate effectively, and develop resilience. These are the foundational competencies that allow young people to navigate uncertainty and thrive in a rapidly changing world.
Importantly, these skills are not innate. They are learned, practised, and refined over time — just like maths, science, or coding. When introduced early, human skill development empowers students with confidence and clarity. They learn how to navigate social complexity, resolve conflicts, deal with failure, and see growth as a lifelong journey rather than a fixed destination.
So, why aren’t we teaching these skills in schools as deliberately as we teach literacy or numeracy?
Perhaps it’s because human skills feel harder to measure. But we must shift our mindset. What we value, we measure — and what we measure, we teach. Forward-thinking educators and school leaders across the globe are beginning to incorporate social-emotional learning, strengths-based development, and mental wellbeing into their curriculums, recognising that these are not “nice-to-haves” — they are must-haves.
Imagine a student graduating from high school with not just academic marks, but a toolkit of emotional and interpersonal strengths: an understanding of who they are, what drives them, and how to manage themselves under pressure. Imagine a generation that sees learning as a lifelong pursuit and failure as a stepping stone rather than a setback.
This is the future we must design for.
It starts by giving human skills a seat at the table – not as a supplement to education, but as a core component of it. We need to empower educators with the tools and frameworks to deliver this kind of learning and where necessary provide expert facilitators to avoid adding more to the workload of educators. We need to engage students in real, reflective experiences that help them connect their inner world with the outer demands of life and work.
The most meaningful educational innovation doesn’t just teach students to do more. It teaches them to be more – to be self-aware, to be empathetic, to be adaptable. That’s how we create work-ready individuals and life-ready citizens.
The world doesn’t need more rote learners. It needs more critical thinkers, resilient leaders, and emotionally intelligent problem solvers. And the time to cultivate them is now – in our classrooms, through our curriculums, and with intention.
This article is authored by Renata Sguario
Renata Sguario is the founder and CEO of Maxme and the current chairman of the board of Future First Technology (formerly known as PS+C Limited), listed on the ASX (FFT), one of Australia’s leading end-to-end ICT and digital consulting organisations.
Ambedkar Jayanti Special | ScooNews
Dr. Bhimrao Ramji Ambedkar. Most students in India recognise the name—largely as the “Father of the Indian Constitution.” If you ask a Class 10 student what Ambedkar stood for, you’ll likely get a respectable summary: chairperson of the Drafting Committee, architect of constitutional equality, and perhaps a passing reference to his fight against untouchability. But that’s where it ends.
This is not a failure of our students. This is a failure of our books.
Because Babasaheb Ambedkar was not just a jurist or a political figure to be summarised in three bullet points under Civics. He was one of the most radical, intellectually fierce, and unapologetically liberal minds India has ever known. And if we are talking about modern India—its democracy, its dissent, its diversity, its demands for dignity—then Dr. Ambedkar isn’t just relevant, he is foundational.
And yet, he remains tragically under-read and under-taught.
The Man We Didn’t Read Enough About
Ambedkar’s life is a masterclass in resilience, intellect, and reform. Born into the most marginalised community in India, he went on to become the first Indian to pursue a doctorate in economics from Columbia University, studied law at the London School of Economics, and returned to a country that still wouldn’t allow him to sit beside upper-caste students.
But Ambedkar did not stop at personal success. He turned his education into ammunition. His writings dissected caste not just as a social issue but as an economic and psychological reality. In works like Annihilation of Caste, he boldly challenged not just the religious orthodoxy but also Mahatma Gandhi—a sacred figure for many—in ways that were considered almost blasphemous at the time. And even today.
Unlike Gandhi, who sought reform within the caste system, Ambedkar demanded its demolition. Where Gandhi appealed to morality, Ambedkar appealed to reason, law, and modernity.
This discomfort with Ambedkar’s sharp, unflinching views is perhaps why our textbooks package him safely—as the dignified lawyer with a pen, not the roaring revolutionary with a voice.
More Than a Constitution-Maker
To say Ambedkar gave us the Constitution is both true and painfully incomplete.
- He gave us the right to constitutional morality, the idea that the Constitution isn’t just a set of rules but a living document that must be interpreted in the spirit of liberty, equality, and justice.
- He envisioned reservations not as charity but as corrective justice.
- He believed that a true democracy must have “social democracy” at its base—not just the right to vote but the right to dignity in everyday life.
- And he warned, prophetically, that political democracy without social democracy would be India’s downfall. He was not just designing India’s governance system, but was rather trying to develop India’s moral spine.
A Voice for Individual Freedom—Louder Than We Knew
“I measure the progress of a community by the degree of progress which women have achieved.”- Bhim Rao Ambedkar
Ambedkar’s liberalism was far ahead of his time. He consistently advocated for individual rights in the truest sense. There’s documented evidence that he argued for the decriminalisation of same-sex relationships, seeing it as an issue of individual freedom long before such conversations entered our legal discourse.
His economic ideas—rarely taught—favoured state-led industrialisation, fair wages, and social security decades before these became policy buzzwords. His writings on women’s rights were equally progressive, particularly through the Hindu Code Bill, which sought to grant women equal property rights, rights to divorce, and freedom in marriage—a bill so radical for its time that it was shelved, only to return years later in diluted forms.
Why Today’s Students Need Ambedkar—Unfiltered
In an age where freedom of speech is contested, when marginalised voices still struggle for space, when gender and sexuality are still debated as ‘issues’ instead of identities—Ambedkar is the teacher we didn’t know we needed.
We need to stop sanitising him for our syllabus. We need high schoolers to read Annihilation of Caste in their literature classes and understand the intersections of caste, religion, and gender in history—not just from an upper-caste nationalist lens but from the view of the people who fought to be seen as human.
We need Ambedkar in economics classrooms, debating his views against today’s neoliberal models.
We need to introduce him as an intellectual, a radical thinker, a critic of Gandhi, a reformer of Hindu personal law, a journalist, a linguist, a labour rights advocate, a rebel with a cause.
Because the freedoms we enjoy today—freedom of religion, freedom of expression, freedom to love, to choose, to protest, to dream—all have Ambedkar’s fingerprints on them.
If our education system truly believes in nurturing critical thinkers and empathetic citizens, then Dr. Ambedkar cannot remain a footnote or a ceremonial portrait garlanded on April 14th.
He must be read. He must be debated. He must be understood. Because the more we know about Ambedkar, the more we know about ourselves—and the democracy we’re still trying to build.
In a decision that has sent shockwaves through the global education community, the US Supreme Court has permitted the Trump administration to go ahead with slashing $600 million in teacher training grants—funds that supported Diversity, Equity, and Inclusion (DEI)-related programs. The 5-4 ruling is being seen as a major blow to the foundational ideals of inclusive education.
The affected grants, including the Teacher Quality Partnership and Supporting Effective Educator programs, were created to recruit and train educators, particularly for rural and underserved communities. These programs were designed not just to address America’s growing teacher shortage but also to help educators understand and embrace student diversity—a critical aspect of modern pedagogy.
Trump’s Department of Education has argued that the programs funded “divisive ideologies.” A standardised letter sent to grant recipients stated that the department no longer supports programs promoting DEI or “any other initiatives that unlawfully discriminate on the basis of race, colour, religion, sex, national origin, or other protected characteristics.”
But to education experts, the decision is not just bureaucratic—it’s deeply symbolic.
When the world needs more aggressive teacher training, not less, this ruling feels like a backward leap. At a time when classrooms are more diverse than ever—culturally, neurodivergently, socio-economically—cutting back on training that helps teachers manage inclusive classrooms could spell disaster for the next generation of learners. Teachers make every other profession possible. You cannot take away their training and expect education to survive.
DEI is not a trending buzzword—it is a matter of human dignity and rights. When teachers are better equipped to understand different learning needs and cultural contexts, every child benefits. These funds were not “divisive”; they were the very backbone of equitable education.
This Supreme Court ruling comes in the wake of Trump’s broader effort to dismantle the Department of Education itself, part of his controversial plan to downsize federal governance. An executive order to “eliminate” the department was signed in March 2025, though its full dissolution still requires congressional approval.
Justice Elena Kagan, dissenting in the ruling, called the decision “a mistake,” adding that nowhere in the government’s defence was there a legal justification for cancelling the grants. Fellow Justice Ketanji Brown Jackson said the terminations were contrary to Congress’s original intent of ensuring quality education for all.
While the US wrestles with these policy reversals, the international education community must remain vigilant. This is not just a national matter. The US has long set the tone for education policy worldwide. If other countries begin to emulate this regression, we risk reversing years of progress toward inclusion, understanding, and equality in education.
Let us be clear: Training teachers is not a gimmick. It is a necessity. A minimum standard.
We hope that while the world watches, it does not follow suit.
Education
On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India
On World Autism Awareness Day 2025, the Ministry of Education reaffirmed its commitment to inclusive education—announcing strengthened therapy-based support through Block Resource Centres (BRCs) for children with autism spectrum disorder (ASD) under Samagra Shiksha. On paper, it all sounds exactly as it should: speech therapy, occupational support, assistive devices, special educators, digital access, even parent counselling and teacher training.
But just three days ago, a deeply disturbing video emerged from a Noida-based private school, showing a special educator manhandling a 10-year-old child with autism in the classroom. The video, accidentally shared on a parent WhatsApp group, has since gone viral, leading to the arrest of the teacher, the sealing of the school, and an FIR under the Bharatiya Nyaya Sanhita, the JJ Act, and the RPWD Act.
It begs the question: Is our reality in special education as inclusive as our rhetoric?
When Inclusion Becomes a Hollow Word
For far too many children with autism in India, inclusion begins and ends in policy documents. What lies in between is often a cycle of unchecked negligence, lack of accountability, and poorly trained or entirely unqualified “special educators” functioning like gig workers—underpaid, under-monitored, and dangerously unprepared.
We’ve heard of children being tied to chairs during therapy hours, being underfed as a behavioural management strategy, or being punished for sensory overstimulation they cannot control. Many so-called educators don’t even have basic training, let alone the emotional intelligence required to support neurodiverse children.
What Needs to Change?
If we are truly serious about inclusion, then we need more than just circulars and schemes. We need licensing laws that mandate certification and regular evaluation of all special educators. We need background checks, complaint redressal systems, and swift punitive action against violations. We need to ensure every school, government or private, recognised or otherwise, follows minimum compliance protocols for inclusive practices. And yes, we need parent voices on the table when these frameworks are drafted—not just policy architects in boardrooms.
The Ministry’s renewed vision under NEP 2020 is a welcome step, and BRCs could become powerful hubs of change. But only if they are funded, monitored, and held accountable. Inclusion is not a checkbox, it’s a lived culture—and it starts with respect, rigour, and responsibility.
There’s something deeply sacred about a child’s first sketch—the awkward crayon lines, the lopsided sun, the stick figures that smile despite their missing limbs. That’s the heart of human creativity: messy, imperfect, emotional. And then there’s AI art—sleek, polished, awe-inspiring, and often eerily devoid of that same soul. So where do we draw the line when we bring this technology into schools, where the purpose of art isn’t just aesthetic, but emotional, developmental, and deeply personal?
As AI-generated art becomes increasingly accessible, educators and institutions are exploring its use in classrooms, textbooks, exhibitions, and even personalised student projects. The tools are powerful. With a few prompts, a teacher can conjure up a world map in Van Gogh’s style or generate a Ghibli-inspired version of a student’s family portrait. It’s engaging, efficient, and undeniably exciting. But in this rush to embrace innovation, are we unconsciously sidelining the raw, human act of creation?
Take, for instance, the aesthetic influence of Studio Ghibli—a name synonymous with hand-drawn magic. Hayao Miyazaki, its legendary co-founder, has publicly criticised AI-generated art as soulless. For a man who believes every frame must carry the weight of life, suffering, and intent, AI art is an affront to authenticity. And when we use Ghibli-inspired AI to recreate school memories or cultural illustrations, are we honouring that legacy or reducing it to a visual filter?
This question becomes even more relevant in educational spaces, where art is more than visual delight. It’s therapy, it’s storytelling, it’s identity-building. A classroom wall covered with AI-generated posters may look stunning, but what happens when it replaces the joy of getting paint under your fingernails or proudly misspelling your name in glitter?
Then there’s the ethical dilemma of data and labour. Who gets credited when AI art is trained on thousands of anonymous, unpaid artists? Are we inadvertently participating in a system that borrows without consent?
And what message does that send to young creators—that their work can be replicated, remixed, and resold by a machine in seconds?
Of course, this isn’t a call to ban AI art from classrooms. Quite the opposite. There’s immense potential here—to use AI as a collaborative tool rather than a replacement. Imagine students learning how to prompt ethically, understanding how AI generates images, and using it to reflect on visual storytelling, bias, and authorship. Education is the perfect place to ask these questions—not avoid them.
And let’s talk about nostalgia—the emotional undertow of this whole conversation. Many of us turn to AI to recreate what once made us feel safe, seen, and whole. Whether it’s turning a family portrait into a Ghibli scene or reviving the aesthetics of Amar Chitra Katha, it stems from love. But love also requires respect. And perhaps the most respectful thing we can do is to remember that some things—like a child’s first drawing, or the tremble in an old hand sketching memories—are sacred because they are human.
So as educators, creators, and curators of tomorrow’s imaginations, let us not trade soul for style. Let AI walk beside our children, not ahead of them. Let it support the messy, magical business of making art—not sanitise it.
Because in the end, the point isn’t to create perfect art. It’s to create honest ones.
In a deeply reflective and engaging episode of the NEP Tunes podcast, Dr. Anju Chazot, education reformer and founder of Mahatma Gandhi International School (MGIS), Ahmedabad, sat down with Mrs. Anita Karwal, former Secretary of School Education, Government of India, to explore one fundamental question: How do we prepare children for a rapidly changing world?
Titled “Be the Change in the Changing World,” the episode offers a powerful conversation between two veterans of Indian education who have shared a decades-long friendship—and a mutual vision for a holistic and transformative school system.
“You can’t prepare children for tomorrow with the pedagogy of the day before yesterday.”
Drawing inspiration from John Dewey’s famous words, the episode begins by addressing the urgent need for policy literacy among stakeholders in education. Mrs. Karwal and Dr. Chazot underscore that the pace of global change—technological, environmental, economic, and emotional—has far outstripped the ability of traditional education systems to keep up. “We are in a VUCA world—volatile, uncertain, complex, ambiguous,” Karwal reminds listeners, calling for schools to adapt to this reality rather than resist it.
Decolonising the Classroom
A significant portion of the conversation focused on the historical context of schooling in India. Dr. Chazot draws parallels between today’s school system and Michel Foucault’s “cell and bell” model, which mirrors the prison system—marked by uniforms, bells, and rigid structures. Tracing the roots of modern schooling to the Prussian military model and colonial-era policies introduced by Lord Macaulay, both speakers lamented how education was once used as a tool to produce clerks for the Empire, rather than creative, entrepreneurial individuals.
“Colonialism didn’t just take away our resources; it colonised our minds,” Chazot observed. Karwal added, “The gurukul system was rooted, contextual, and sustainable. The colonial model replaced it with standardisation and control.”
Disruptions and the Call for Change
From climate change to AI, from the gig economy to rising mental health challenges—today’s youth are living in an era of non-stop disruptions. Mrs. Karwal shared a poignant insight: on the very day she retired from her government service (30 November 2022), OpenAI launched ChatGPT. “As a senior citizen, I would have felt useless had I not tried to understand this disruption,” she said, urging listeners to stay updated with technological trends.
Mental health also featured prominently in the discussion. The World Health Organization reports a 25% increase in global anxiety and depression cases, especially among the youth. Schools, Karwal said, must acknowledge and address this invisible epidemic, and create environments that are nurturing—not anxiety-inducing.
Why NEP 2020 Is a Game Changer
Against this backdrop, both educators believe the National Education Policy 2020 is a timely and visionary document. “It’s not just about academics—it’s about the whole child,” said Chazot, pointing to NEP’s focus on holistic development across cognitive, emotional, physical, and ethical domains.
Key elements of the NEP and the newly released National Curriculum Framework (NCF) discussed in the podcast include:
-
A shift from rote learning to competency-based, experiential learning
-
Focus on Indian traditions and cultural rootedness
-
Moving away from exam-centric teaching, especially in early years
-
Recognition of multilingualism and contextual learning
-
Encouragement of critical thinking, creativity, and adaptability
“Learning to learn is the most essential skill of the future,” Karwal stressed. “Children must be ready to unlearn and relearn throughout life.”
The Future of Jobs
To illustrate the rapidly changing employment landscape, both speakers listed a host of emerging careers—from Prompt Engineers and Drone Fleet Managers to Climate Data Analysts and Digital Detox Specialists. “Just imagine,” Chazot quipped, “if I were a child again, I’d become a Prompt Engineer and finally fulfil my parents’ dreams of being an engineer—with a creative twist!”
Karwal, on the other hand, expressed a desire to become a Human-Machine Team Manager—a futuristic role bridging collaboration between people and machines.
Their message was clear: the world our children are entering is drastically different from the one their parents and teachers grew up in. And education must keep up.
A Takeaway Challenge for Listeners
To wrap up the episode, the hosts offered a unique call-to-action: ask yourself what job you would pick today if you could go back in time again. Then, explore new professions with your family or students. From LinkedIn job listings to the World Economic Forum’s reports, Karwal recommended several tools to research emerging careers. They invited listeners to write in with their findings and reflections.
“This exercise is not just for students,” said Dr. Chazot. “It’s for parents, teachers, and policy-makers alike. We must all become learners again.”
Final Thoughts
In an era where the only constant is change, the NEP Tunes podcast is a timely resource to help educators, parents, and students reimagine the purpose of schooling. With leaders like Anju Chazot and Anita Karwal at the helm of the conversation, the journey towards meaningful transformation in Indian education seems not only possible—but exciting.
🟡 This article is adapted from the NEP Tunes podcast hosted by Dr. Anju Chazot. You can listen to the full episode on YouTube. Here is the video-
In an important stride towards implementing the National Education Policy (NEP) 2020, the Ministry of Education has launched the “Baalpan ki Kavita” initiative—an ambitious project to restore and revive Indian rhymes and poems for young children across the country. Spearheaded by the Department of School Education & Literacy (DoSE&L), this initiative aims to build a vibrant compendium of age-appropriate, culturally resonant poems in all Bharatiya Bhasha (Indian languages) and in English, for pre-primary to Grade 2 learners.
The initiative recognises the powerful influence of rhymes and poems in early childhood education—offering not only linguistic development but also cultural grounding. Through the “Baalpan ki Kavita” contest, DoSE&L and MyGov are inviting educators, parents, poets, and language enthusiasts to contribute existing or original rhymes under three categories: Pre-primary (ages 3–6), Grade 1 (ages 6–7), and Grade 2 (ages 7–8). The entries can be submitted from 26 March to 22 April 2025 on the MyGov website, and should reflect joyful, child-friendly content rooted in India’s diverse cultural milieu.
While the initiative has been widely welcomed, it has also sparked necessary conversations around what it means to restore “Bharatiya” poems in a truly pluralistic and inclusive India. Critics and educators alike are cautioning that while returning to linguistic and cultural roots is commendable, it is equally essential to ensure that the selected rhymes reflect progressive values, diversity, and regional representation.
For decades, Indian children have grown up reciting foreign nursery rhymes like Twinkle Twinkle Little Star or Jack and Jill, with little exposure to traditional Indian poetic forms. While some schools have occasionally included regional gems such as Nani Teri Morni Ko Mor Le Gaye (Hindi) or Chanda Mama Door Ke (widely popular in Hindi and Telugu), these have rarely found a standard place in national curricula.
The absence of Indian rhymes in mainstream education can be attributed to colonial hangovers, lack of standardisation across states, and an education system that long prioritised English-medium content. However, the NEP 2020 has made a strong case for multilingualism and cultural rootedness in foundational education—opening the door to such initiatives that celebrate India’s linguistic diversity.
That said, educationists emphasise that inclusion must go hand-in-hand with critical curation. Rhymes must reflect the India of today—not just folklore, but stories that uphold gender equality, environmental awareness, and kindness. We must move beyond simplistic moral binaries or caste-laden tales that have occasionally crept into traditional literature.
In fact, there’s an opportunity here to revive some of India’s lesser-known literary treasures—folk rhymes from the hills of Himachal, tribal lullabies from Odisha, Malayalam couplets about the monsoon, Marathi riddles, and more. Rhymes like Appa Amma (Kannada) or Kokila Kokila (Tamil) can be powerful vehicles for language immersion, identity formation, and emotional development.
Still, romanticising the past without scrutiny is not ideal. While the intent to preserve Bharatiya Bhasha is commendable, there is a fine line between celebration and cultural imposition. This initiative must not become a tool to homogenise or politicise early education. India’s strength lies in its diversity—and that diversity and representation must be reflected in the poems our youngest citizens grow up reciting.
As “Baalpan ki Kavita” moves forward, stakeholders must approach the process with sensitivity, balance, and a deep commitment to building a generation that cherishes its heritage while dreaming with open, inclusive minds.
The Vanishing Dream of Teaching
Once upon a time, being a teacher was one of the most aspirational professions for children. Ask any five-year-old about their future career, and chances were high that “teacher” would be among the first responses. The classroom was their stage, their teacher—an idol. So what changes over the years?
By the time students reach high school, teaching is barely on their list of dream jobs. In a classroom of over 30 students, only one or two might express a desire to teach (a stat that deserves deeper analysis, but the trend is evident). The question is—why does the admiration for teachers fade?
And more importantly—how do we fix it?
One radical yet simple solution: Make every student teach once a month.
The Power Shift: From Passive Learning to Active Teaching
Imagine this—once a month, students step into their teacher’s shoes. They prepare a topic, conduct a lesson, handle questions, and even deal with distractions.
This isn’t about replacing teachers; it’s about allowing students to experience the magic and the challenge of teaching firsthand.
Why does this matter?
-
Reigniting Respect for Teaching
Students often underestimate the skill and patience required to be an educator. By making them teach, they gain firsthand experience of the effort it takes to engage a classroom. It’s easy to complain about boring lectures—but what happens when they’re the ones standing at the front? -
Boosting Communication and Leadership Skills
Teaching isn’t just about delivering content; it’s about clarity, confidence, and connection. Students who teach regularly develop public speaking skills, empathy, and the ability to break down complex ideas—skills that are valuable in every profession. -
Making Learning More Engaging
Students teaching their peers can make the classroom dynamic. They tend to explain concepts in relatable ways, sometimes even better than teachers, because they understand their classmates’ thought processes. -
Creating a Pipeline of Future Educators
The biggest challenge in education today is the declining number of passionate teachers. If more students experience the joy of teaching early on, it could plant a seed—a realisation that teaching isn’t just about textbooks and tests; it’s about impact, mentorship, and shaping futures.
Breaking the Myth: “Teaching is Not a ‘Cool’ Career”
Somewhere between childhood admiration and teenage ambition, teaching stops being a “cool” career choice. Students idolise influencers, entrepreneurs, and tech wizards—but rarely educators.
But think about it—every great leader, scientist, or artist was shaped by a teacher. We need to change the narrative. Instead of framing teaching as a ‘fallback’ career, let’s reinforce its power and prestige.
And the best way to do that? Let students experience it themselves.
A Practical Model: How Schools Can Implement This
This idea isn’t just a thought experiment—it can be implemented with a simple framework:
- Rotation System: Once a month, selected students teach for a short segment of a lesson.
- Guidance from Teachers: Educators help them structure their lesson and anticipate challenges.
- Reflection Sessions: After teaching, students share their experiences—what worked, what didn’t, and how they felt in the teacher’s role.
- Recognition: Acknowledging student-teachers fosters motivation and a sense of achievement.
The Ultimate Question: What If…?
What if students fell in love with teaching again?
What if schools became a place where the best minds were eager to pass on knowledge—not just absorb it?
What if, a decade from now, classrooms weren’t struggling with a shortage of passionate teachers—but overflowing with them?
It starts with one simple idea: Let students teach.
Because sometimes, the best way to inspire future teachers is to let them be one today.
Education Ministry Launches National Drive for Healthier, Safer Schools
Government School Enrolment Drops Across States, Centre Flags ‘Disturbing Trend’
Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act
PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education
University of Liverpool to Open First International Campus in Bengaluru by 2026
Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
Kerala Reimagines Schooling: Social Awareness Over Syllabi in Bold New Reforms
Mizoram Declared First Fully Literate State in India
Delhi Government Schools to Introduce ‘Kaushal Bodh’ Pre-Vocational Programme for Classes 6 to 8
Human (Soft) Skills: The Missing Piece in School Curriculums
CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
India-Turkey Relations Sour: Indian Universities Suspend Academic Ties Over National Security Concerns
Geopolitics in Classrooms: Why India’s Students Need to Understand the World Beyond Borders
UK’s New Immigration Rules: What They Mean for Indian Students
Maharashtra Launches Statewide Staff Mapping Drive for Schools
Indian Students Flock to Singapore, Ireland, and Dubai for Higher Studies: 38% Surge Recorded
John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education
Operation Sindoor and Operation Abhyaas: Navigating School Safety and Student Well-being Amid Rising Tensions
CUET-UG 2025 Likely to be Postponed, Fresh Dates Expected Soon
Pradhan Mantri Rashtriya Bal Puraskar 2025: Nominations Now Open for India’s Young Achievers
CBSE Finally Comes to Rancho’s School: Druk Padma Karpo Breaks a 24-Year Wait
India 2050: Are We Preparing for the World’s Youngest Classroom?
Sudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
Hello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
CBSE Warns Dummy School Students May Be Barred from Board Exams
CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
Is Your School Following These Mandatory CBSE Committees?
Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution
China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
‘Baalpan ki Kavita’ Initiative Launched to Restore Indian Rhymes for Young Learners
MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET
India Bids Farewell to NEP Architect Dr K. Kasturirangan
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
Pradhan Mantri Rashtriya Bal Puraskar 2025: Nominations Now Open for India’s Young Achievers
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
NCERT Class 7 Textbooks Updated: Mughals Removed, Focus on Indian Ethos and Pilgrimage
Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices
IIT Guwahati Developing VR Metaverse for PM SHRI Schools—But is the Metaverse Still the Future?
Stonehill International School Students Shine in Spectacular Performance of In the Heights
Lifestyle for Environment (LiFE): Sustainable Practices in CBSE Schools
Delhi Approves Landmark Bill to Regulate School Fees Across 1,677 Institutions
Rajasthan Cabinet Approves Bill to Regulate Coaching Centres Amid Rising Student Suicides
SGEF2023 | Special Address by Rama Datt, Trustee, Maharaja Sawai Man Singh II Trust, Jaipur
ScooNews | After Movie | ScooNews Global Educators Fest 2023
Aftermovie | NIES2 UP Chapter | 21 Jan 2023
WEBINAR | Gamification in Education: How Digital Badges Can Boost Student Motivation and Engagement
ScooNews | WEBINAR| Importance of Physical Activity for Children at School | Plaeto
SCOONEWS | WEBINAR | WHY DIGITIZING YOUR SCHOOL IS A MUST | TEACHMINT
Keynote Address | Lakshyaraj Singh Mewar
Anurag Tripathi, Secretary, CBSE at SGEF2022
How schools can nurture every student’s genius
Aftermovie | SGEF2022 | Jaipur
Li Andersson | Minister of Education | Finland
Anurag Tripathi, Secretary, Central Board of Secondary Education (CBSE) discusses NEP2020
ScooNews | Early Ed Asia 2019 | Aftermovie
#PodarECEconf : Pursuing quality ECE
#CBSE Class XII #Results #Highlights
The interesting story of India’s educational system | Adhitya Iyer
A young scientist’s quest for clean water
The Danger of Silence: Clint Smith
National Digital Library of India is an initiative by HRD Ministry
Remembering Kalpana Chawla on her birthday!
Message from Sadhguru for Students!
Message from Sadhguru for Students!
The Untapped Genius That Could Change Science for the Better
Eddy Zhong: How school makes kids less intelligent TEDxYouth@Beacon
#TEDxCanberra : What if every child had access to music education…
-
Education3 months agoSudha Murty Advocates Mandatory Training and Exams for Teachers Every Three Years
-
Education3 months agoHello Kids Expands to 1,000 Centres, Aims for 2,000 by 2028
-
Education3 months ago
Maharashtra to Mandate Registration of Pre-Primary Schools from 2025 for Better Regulation
-
Education3 months agoNagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
-
Education2 months ago“Be the Change in a Changing World”: Anita Karwal and Anju Chazot Reflect on NEP 2020
-
News2 months ago
CBSE Warns Dummy School Students May Be Barred from Board Exams
-
Education2 weeks agoCBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
-
Education2 months agoIs Your School Following These Mandatory CBSE Committees?
-
Education1 month agoMaharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
-
Education3 months agoSunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
