Education
Early childhood development MILESTONES AND HOW TO ACHIEVE THEM
There are multiple programmes that can help a child achieve milestones and an early intervention always leads to successful outcomes, believes PARVATHY JAYAKRISHNAN
Children are beautiful just as they are and all we need to do is guide them to do develop and grow into individuals who can think clearly on their own. One thing we need to understand as parents and educators is that every child is unique and different from one another. Developmental milestones are indicators that tell you the abilities that an average child can achieve at a certain age. These milestones can involve physical, social, emotional, cognitive, and communication skills such as walking, sharing with others, expressing emotions, recognising familiar sounds, and talking.
The milestones can help identify potential delays in development and the parent can get help from a doctor, if needed. Delays can be identified by a parent, teacher or a caretaker who is closely involved in bringing up the child.
PHYSICAL MILESTONES
The first five years of a child’s life is most crucial in their overall development and it is important that he/she is observed very closely to understand their development and to see if they are achieving milestones. Children may be observed by their parent, caretaker or their preschool teacher and any gaps in development need to be discussed and tended to. Early intervention in any case can lead to much better results.
FROM 1 TO 2 YEARS
Children start becoming independent at this age and tasks requiring balance and hand-eye coordination begin to emerge. During this stage of development, most children are able to:
Pick things up while standing up
Walk backwards
Walk up and down the stairs without assistance
Move and sway to music
Colour or paint by moving the entire arm
Scribble with markers or crayons
Turn knobs and handles
FROM 2 TO 3 YEARS
Building on earlier skills, children become increasingly adept at activities that require coordination and speed. From two to three years of age, most children begin to:
Run in a forward direction
Jump in one place
Kick a ball
Stand on one foot
Turn pages of a book
Draw a circle
Hold a crayon between the thumb and fingers
FROM 3 TO 4 YEARS
Children develop better movement and balance skills. From age three to four, most kids begin to:
Ride a tricycle
Go down a slide without help
Throw and catch a ball
Pull and steer toys
Walk in a straight line
Build a tall towers with toy blocks
Manipulate clay into shapes
FROM 4-5 YEARS
During this period of development, children become increasingly confident in their abilities. Most children begin to:
Jump on one foot
Walk backwards
Do somersaults
Cut paper with safety scissors
Print some letters
Copy shapes including squares and crosses
It is important that a child is given a safe environment to explore, be it at home or in school. Parents and teachers can encourage a child by introducing them to new objects and letting them explore and grab and hold them. To aid proper physical development, nutritious and age-appropriate food is a must. Shelter, warmth, clean air and environment, health care and proper activity and rest are also mandatory for proper physical development.
COGNITIVE MILESTONES
Cognitive milestones are centered around the child’s ability to think, learn and react. Cognitive milestones are equally important and need to be observed for every child as they grow.
FROM 1 TO 2 YEARS
When a child turns one, his/her cognitive skills grow exponentially. They are old enough to observe adults and even emulate their actions. So it is important for parents and caretakers to set good examples to the child. Most one-year-olds begin to:
Understand and respond to words
Identify objects that are similar
Tell the difference between "Me" and "You"
Imitate the actions and language of adults
Point out familiar objects and people in a picture book
Learn through exploration
FROM 2-3 YEARS
Two-year-olds learn a lot from their experiences since they are old enough to explore on their own. With a little assistance and guidance, they can do wonders. Most two-year-olds are able to:
Sort objects by category (i.e., animals, flowers, trees, etc.)
Stack rings on a peg from largest to smallest Imitate more complex adult actions (playing house, pretending to do laundry, etc.)
Identify their own reflection in the mirror by name
Respond to simple directions from parents and caregivers
Name objects in a picture book
Match objects with their uses
FROM 3-4 YEARS
Children become increasingly capable of analysing the world around them in more complex ways. Since children are becoming much more active in the learning process, they also begin to pose questions about the world around them. At this age, the little explorers are able to ask “why” questions which is a sign of deep curiosity and that should be encouraged.
At the age of three, most kids are able to:
Demonstrate awareness of the past and present
Actively seek answers to questions
Learn by observing and listening to instructions
Organise objects by size and shape
Understand how to group and match object according to colour
Have a longer attention span of around 5 to 15 minutes
Asks "why" questions to gain information
FROM 4-5 YEARS
As they near school age, children become better at using words, imitating adult actions, counting and other basic activities that are important for school preparedness. Most four-year-olds are able to:
Rhyme
Name and identify many colours
Draw the shape of a person
Count to five
Tell where they live
Draw pictures that they often name and describe
Cognitive development can be boosted by being patient and answering your child’s queries. Although there maybe too many questions which your toddler may ask, it is important that the teacher or parent communicates and responds to them. It will make them sharper and more aware of what is happening around them. It is also important to give your child a chance to make a choice. For example, you can ask a child, “Would you like to colour the picture with blue or green?” – a question that will force the child to think and make a decision.
Singing along with your child and encouraging him/her to sing also boosts cognitive development. Practicing shapes, colours and counting are also great activities to involve your toddler in. Schools can take children to the post-office or the vegetable vendor to introduce new concepts to their preschoolers. Playing with everyday items like helping your toddler look at his own reflection on a steel plate or making music by banging hands on a table can be great exercises to boost cognitive ability.
SOCIAL AND EMOTIONAL MILESTONES
This is yet another very important set of milestones. Social and emotional milestones deal with the child’s emotions, how they express themselves and how they interact and play with other children.
FROM 1 TO 2 YEARS
During this age, kids often spend more time interacting with a lot of people. They also start to gain a greater sense of self-awareness. At this stage, most can:
Recognise their own image in the mirror
Initiate play activities
Play independently, often imitating adult actions
Act pleased when they accomplish something
Start trying to help, often by putting toys away
Express negative emotions including anger and frustration
Become more self-assertive and may try to direct the actions of others
FROM 2 TO 3 YEARS
During the toddler years, kids become more and more creative and confident. At two years old, most kids begin to:
Become aware that they are a boy or girl
Begin to dress and undress themselves
Demonstrate personal preferences about toys, food, and activities
Start saying "No" to adults
Enjoy watching and playing with other children
Become defensive about their own possessions
Use objects symbolically during play
Often have rapid changes in mood
FROM 3 TO 4 YEARS
Because three-year-olds are becoming increasingly able to perform physical actions, their sense of confidence and independence becomes more pronounced at this age. During the third year, most children begin to:
Follow directions
Perform some tasks with little or no assistance
Share toys with other kids
Make up games and ask other children to join in
Begin engaging in pretend play
FROM 4 TO 5 YEARS
During the fourth year, children gain a greater awareness of their own individuality. As their physical skills increase, they are more capable of exploring their own abilities which can help lead to great confidence and personal pride. At this age, most kids begin to:
Understand basic differences between good and bad behaviour
Develop friendships with other kids
Compare themselves to other children and adults
Become more aware of other people’s feelings
Enjoy dramatic, imaginative play with other children
Enjoy competitive games
It is important that the parent or the teacher gives consistent rules to the child so that they get to know that the world is orderly and they also need to be aware of what happens when rules are broken. Children need to be given an opportunity to play with others and explore their own emotions. If you see a child giving an unsuitable emotional response to some event, he/she needs to be told that the reaction is unacceptable and an alternative response needs to be given so that they learn.
It is important to be caring and nurturing. Loving touches and encouraging words make your child feel that he/she is special. When they feel loved, they will learn to love others the same way. A child also needs to be helped in resolving conflicts in a healthy and appropriate way.
COMMUNICATION MILESTONES
Communication milestones involve verbal and nonverbal communication. Children go from making babbling sounds to saying their first word to speaking small sentences in a very short period of time. It is very important that the parent and teacher speaks to the child to encourage their speech. It is amazing how children can understand a great deal of language spoken to them even before they utter their first word.
FROM 1 TO 2 YEARS
During the first year, the use of language begins to grow considerably. Developmental researchers often refer to this period as the two-word stage because most kids begin to use simple, two-word sentences. Starting around the age of 18 months, children begin to learn estimated 9 to 10 new words each day. At one year of age, most children start to:
Understand basic commands such as "Eat your cereal"
Use "mine" to indicate possession of objects
Have a vocabulary that includes several words that are spoken clearly
Often use other words that are less clearly spoken and only family members can understand
Start to string together simple words in order to describe things or events
FROM 2 TO 3 YEARS
During the second year, children begin to use language in more complex ways. By the age of 24 months, approximately half of all a child's utterances are at least two words long. During this period of development, children also:
Have specific words to describe most things
Are understood by family members
Begin using adverbs and adjectives
Use two to three-word sentences
Can describe what happened during the day
FROM 3 TO 4 YEARS
At age three, children begin to develop more advanced language and communication skills. Most people outside the family are able to understand what the child is saying at this point and the child can carry on conversations using two to three sentences at a time. Other abilities that begin to emerge include:
Can understand and use sentences
Begins using the past tense and plurals
Able to follow a series of two to four directions
Can understand and use sentences that utilise time ("I'm going to the zoo tomorrow.")
Learn and sing songs
FROM 4 TO 5 YEARS
Between the ages of four and five, children become increasingly skilled at conversing. Not only are they able to talk about cause-and-effect, they are also able to use and understand different comparative language such as fast, faster, and fastest. Some other communication milestones that are achieved during this time period include:
Able to follow a string of up to three unrelated instructions
Enjoys listening to longer stories and can remember them with some accuracy
Uses sentences that average around four to five words
Can combine various thoughts into a single sentence
Asks questions about how, when, and why things happen
Can talk about imaginary or future things ("I wish that…" or "I hope that…")
To enable communication milestones, it is important to speak to your child and listen as well. Children are far more likely to share their ideas and feelings if they know they won’t be judged, teased, or criticised. You can empathise with a child’s experience, yet disagree with his behaviour. Encourage pretend play.
The above milestones are defined to catch any difficulties your child/student may be facing and to facilitate an early intervention to correct them. However, each child develops at his/her own pace and it is important to not jump to conclusions and give a chance to the child to achieve a certain milestone. Some developmental milestones build on one another. Achieving a milestone earlier doesn't mean that the child is gifted and achieving it late does not mean that your child is delayed. It is just an individual difference that simply asserts the fact that each child is unique and each child needs to be given individual attention.
Preschool teachers spend a lot of time with their students and are capable of finding differences in abilities at a much faster rate. If a child is failing to achieve milestones at an expected rate, it is important to take him/her to a healthcare specialist and get him/her evaluated. There are multiple programmes that can help a child achieve milestones and an early intervention always leads to successful outcomes.
Education
SC-Appointed Task Force Holds First Meeting to Address Student Suicides in Educational Institutions
In a critical step toward confronting the alarming rise in student suicides, a Supreme Court-appointed National Task Force on Mental Health and Student Well-being in Education held its first meeting on 29 March 2025. This comes just five days after the apex court formed the committee, recognising that student suicides have now outnumbered those in the farming sector—a tragic and urgent wake-up call for the country’s education system.
The task force, chaired by former Supreme Court judge Justice S. Ravindra Bhat, has been given the mandate to examine mental health concerns within higher educational institutions and recommend policy-level reforms to prevent student suicides. The move follows a petition filed by parents of two students from IIT Delhi, who had allegedly died by suicide, seeking an FIR and deeper accountability.
Listening to India: A National Consultation
In a progressive and people-first approach, the task force will soon launch a website and social media platforms to invite public feedback. From educators and students to psychologists and parents, all stakeholders will have the opportunity to share suggestions and lived experiences. Additionally, the panel will conduct public meetings, review existing laws and policies, and consult with institutions and mental health experts.
Who’s On Board?
The panel comprises a cross-section of experts and representatives from:
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Ministry of Women and Child Development
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Department of Higher Education
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Department of Social Justice and Empowerment
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Department of Legal Affairs
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Mental health professionals
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Education policy specialists
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Legal experts
What’s Next?
The Supreme Court has asked for an interim report in four months and a comprehensive final report in eight months. These reports will serve as blueprints to strengthen institutional mental health frameworks and enable the development of preventive policies and on-ground support mechanisms in schools and universities.
Justice J.B. Pardiwala and Justice R. Mahadevan, while announcing the task force earlier this month, had sharply criticised the lack of robust systems to support mental health in educational spaces—pointing to “serious gaps in legal and institutional structures.”
This development comes at a crucial time as schools, colleges, and policymakers across the country grapple with rising mental health issues among students. The outcomes of this task force could very well reshape how educational institutions approach emotional well-being—not as an afterthought, but as an essential part of holistic learning.
Education
CBSE Revises Class 10, 12 Curriculum: Biannual Exams, New Subjects and Flexible Passing Criteria Introduced
In a landmark reform aligned with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has announced sweeping changes to the Class 10 and 12 curriculum, exam structure, and assessment methods. These changes, which will come into effect from the academic session 2025-26, aim to foster flexibility, skill development, and holistic learning.
Biannual Board Exams
One of the most significant updates is that CBSE will now conduct Class 10 board exams twice a year—in February and April—allowing students to choose the attempt that suits them best. However, Class 12 board exams will continue to be held once a year. This change offers students more chances to improve their performance and alleviates exam-related pressure.
Revised Passing Criteria
CBSE has also made the passing criteria more flexible. In Class 10, students who fail in key subjects like Science, Mathematics or Social Science can now substitute them with a passed skill subject or an optional language subject. The overall pass percentage remains at 33% in both theory and internal assessment.
Introduction of Skill-Based Subjects
With a strong push toward vocational and future-ready learning, the revised curriculum introduces new skill-based subjects.
For Class 10, students can now choose between:
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Computer Applications
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Information Technology
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Artificial Intelligence
They can also select either English or Hindi as their language subjects.
For Class 12, four new skill-based subjects have been introduced:
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Land Transportation Associate
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Electronics and Hardware
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Physical Activity Trainer
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Design Thinking and Innovation
The curriculum for Class 12 is now organised around seven major learning areas:
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Languages
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Humanities
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Mathematics
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Sciences
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Skill Subjects
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General Studies
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Health and Physical Education
New Grading System
Class 10 assessments will now follow a 9-point grading scale, with 80 marks allotted to the written exam and 20 marks to internal assessments. This move aims to promote consistent performance throughout the academic year rather than focusing solely on final exam outcomes.
Curriculum Access and Implementation
The updated curriculum is already available to all CBSE-affiliated schools and includes detailed information on learning outcomes, pedagogical strategies, and assessment frameworks. Educators have been encouraged to align their teaching methodologies accordingly.
This overhaul represents a significant stride toward personalised learning and skill development. With its dual-exam format, diversified subject offerings, and practical focus, CBSE’s new model hopes to reduce academic stress and make education more meaningful for today’s learners.
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:
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A shift from rote learning to competency-based, experiential learning
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Focus on Indian traditions and cultural rootedness
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Moving away from exam-centric teaching, especially in early years
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Recognition of multilingualism and contextual learning
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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-
Education
Target Learning Ventures Conducts Career Counselling for Underprivileged Students in Kandivali
Mumbai, 26 March 2025: In a commendable outreach initiative, Target Learning Ventures, a leading publishing house, recently conducted a comprehensive career counselling session for students of Matrubhoomi High School in Kandivali. The session, aimed at 9th and 10th-grade students from economically weaker backgrounds, was held in collaboration with INSEED NGO, which works to provide essential academic support to the school.
The session was led by Mr Sachin Kodolikar, Executive Director of Target Learning Ventures, who introduced students to various personality types—communicative, reflective, analytical, and assertive—and their relevance in different career paths. The approach helped students understand how their personal traits could align with diverse professional opportunities.
Mr Kodolikar also introduced students to skill-based career options, drawing attention to government-recognised courses and platforms such as the National Skill Development Corporation (NSDC). He encouraged the students to participate in the India Skills competition and explore non-traditional career paths that could lead to long-term growth and self-reliance.
“We are obliged by INSEED NGO for giving us this opportunity,” said Mr Kodolikar. “This initiative is about more than career guidance—it’s about broadening horizons and helping students make informed decisions.”
Sangeeta Shirname, Founder of INSEED NGO, expressed her appreciation for the session, noting its significance in inspiring students to look beyond conventional careers such as engineering and medicine. She added that many students were excited about the upcoming opportunity to visit the Target Learning Ventures office for hands-on exposure.
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.
Addressing the pressing issue of skill gaps in India’s technical sectors, Sh. Jayant Chaudhary, Minister of State (Independent Charge), Ministry of Skill Development and Entrepreneurship, highlighted the need for industry-academia-government partnerships and an apprenticeship-embedded curriculum to make the country’s youth future-ready. Speaking as the Chief Guest of the third annual technical festival EPITOME 2025 at Gati Shakti Vishwavidyalaya (GSV), Vadodara, via video conference, the minister emphasised the role of the education ecosystem in driving both national and individual growth.
“In today’s knowledge-driven world, the right skill set gives us both the merit as well as national growth,” he remarked, drawing a strong connection between employability and India’s ambition for Viksit Bharat 2047.
Themed “Transport 360: Land, Air, Sea and Beyond”, the two-day festival at GSV brought together industry leaders, policymakers, educators, and innovators to explore the future of logistics, transport, and multimodal infrastructure.
He called upon stakeholders to work in unison:
“Industry, academia, and government must work in synergy to create skilled professionals who can reduce errors, improve efficiency and drive innovation.”
Citing government initiatives, he noted the recently announced ₹60,000 crore scheme to upgrade Industrial Training Institutes (ITIs) and the Ministry’s support for start-up culture and sector-specific skilling programmes, especially with India’s start-up ecosystem projected to double by 2030 and generate over 50 million jobs.
The minister praised Gati Shakti Vishwavidyalaya’s “industry-driven” approach and encouraged it to mentor National Skill Training Institutes (NSTIs), thereby broadening the impact of its reskilling and upskilling initiatives. Dr. Hemang Joshi, Member of Parliament from Vadodara, reiterated the Prime Minister’s vision for Viksit Bharat 2047, identifying GSV as a vital institution in shaping a transport-ready and skilled India. Vice-Chancellor Prof. Manoj Choudhary shared the university’s progress under its “industry-driven, innovation-led” vision, pointing to its direct collaborations with organisations like Airbus, Alstom, Tata Advanced Systems, and AMD.
Global experts including Prof. Vinayak Dixit (UNSW Australia) and Andreas Foerster (Tata Advanced Systems) also joined the discussions on how academic institutions can match the rapidly evolving demands of the transport and logistics sectors.
While technical universities like GSV are pioneering the way, India’s transformation must begin at the school level. To truly bridge the skill gap and foster real-world readiness, Indian schools must begin integrating apprenticeship-based learning and cross-sector collaboration into the secondary and higher secondary curriculum.
Some solutions that can be adopted include:
Creating industry liaisons in every district to help schools connect with local businesses, logistics hubs, aviation services, or manufacturing units for real-time exposure.
Embedding skill-based modules within existing subjects—such as using project-based transport models in mathematics or digital simulations in geography and economics.
Adopting an ‘Apprenticeship Lite’ model for students in classes 9 to 12, enabling them to shadow professionals or complete internships during school breaks.
Establishing co-branded certification programmes between CBSE/State Boards and skilling institutions like NSDC or Sector Skill Councils to provide formal recognition for practical skills learned in school.
Engaging vocational educators in teacher training to ensure skill-based learning is effectively delivered at the classroom level.
With the National Education Policy (NEP) 2020 advocating for integration of vocational education at all levels, now is the time for school systems to act and align with India’s larger skilling mission. Gati Shakti Vishwavidyalaya’s model could serve as a blueprint—not just for universities, but for school education that aspires to blend knowledge with employability.
A National Model Worth Replicating
Taking the Model to Schools: The Missing Link
Chandigarh: In a move that signals the strengthening of education reform in Punjab, Chief Minister Bhagwant Mann on Saturday hailed the contribution of foreign-trained teachers as catalysts in the state’s ongoing “education revolution.” Speaking at a flag-off ceremony in Chandigarh, Mann dispatched a new batch of 72 teachers to Turku, Finland for training in modern pedagogical practices, marking yet another step towards globalising the state’s education system.
According to the Chief Minister, a total of 234 principals and education officers have already undergone a five-day leadership development programme in Singapore, while 152 headmasters and officers have been trained at IIM Ahmedabad, across three batches. The initiative, Mann said, is designed to expose educators to global best practices and bring those methodologies back to their classrooms in Punjab.
“This out-of-the-box idea is giving major thrust to the education revolution in the state by bringing the much-needed qualitative change in the education system,” he said. “These teachers are acting as agents of change, ensuring quality education for our students.”
Mann further explained that teachers for the programme are selected purely on merit, with a unique eligibility condition: they must be recommended by at least 10 students they have taught. This, he noted, ensures that only genuinely deserving and impactful educators get the opportunity to benefit from the exposure.
The programme equips teachers with modern teaching techniques, including student-centric learning, digital integration, critical thinking development, and classroom management strategies. Upon their return, these teachers share their learnings with peers and students, thereby cascading the training across the state’s education ecosystem.
A National Model in the Making?
Punjab’s approach to foreign teacher training programmes may well serve as a template for other Indian states. Much like student exchange programmes that help pupils gain global exposure, a teacher or faculty exchange programme could enrich teaching methods and uplift educational standards across the country.
Introducing cross-cultural learning for teachers can lead to better understanding of global educational trends and foster innovation in curriculum and teaching methodologies. By encouraging other state governments to adopt similar strategies, India can empower its teaching workforce and help meet the goals of the National Education Policy (NEP) 2020, which strongly emphasises professional development for educators.
As India continues to navigate the challenges of 21st-century learning, investing in teachers is key to shaping future-ready learners. Punjab’s efforts underline the transformative power of global exposure and the ripple effect well-trained teachers can create in society.
News Source- PTI
The Lifestyle for Environment (LiFE) initiative, launched by the Government of India, advocates for sustainable living practices that align personal behaviour with environmental well-being. This movement aims to instil a culture of eco-conscious living, focusing on behavioural changes that reduce carbon footprints and promote sustainability at an individual and collective level. In the context of CBSE (Central Board of Secondary Education) schools, this presents a unique opportunity to engage students, educators, and communities in climate action and advocacy, fostering a sense of responsibility toward the planet.
By adopting the principles of LiFE, CBSE schools can become catalysts for climate action, not only by implementing sustainable practices within their own campuses but also by advocating for environmental responsibility within the wider community. Through climate action initiatives, community engagement, and advocacy, CBSE schools can equip students with the skills and awareness needed to lead efforts in sustainability and climate change mitigation.
What is LiFE and Its Relevance to Schools?
Lifestyle for Environment (LiFE) emphasizes the importance of adopting simple, sustainable lifestyle choices in everyday activities. It advocates for reducing waste, conserving energy and water, promoting sustainable food practices, and supporting eco-friendly transportation. In schools, LiFE offers a framework for integrating these practices into students’ lives and creating a culture of sustainability. The approach goes beyond just making schools eco-friendly—it’s about embedding the values of environmental stewardship and climate action into the ethos of the school, thereby inspiring students to be changemakers in their communities.
For CBSE schools, this means not only incorporating environmental education into the curriculum but also providing students with hands-on experiences, encouraging them to lead sustainability initiatives, and fostering an environment where they can engage in climate advocacy.
Sustainable Practices in CBSE Schools for Climate Action
To effectively implement LiFE in CBSE schools, climate action must be a central focus. This includes integrating both sustainable practices within the school operations and climate advocacy within the student body and the larger community. Here are several ways CBSE schools can engage in sustainable practices and climate advocacy:
- Energy Conservation and Efficiency
Energy efficiency is one of the most impactful ways to mitigate climate change. CBSE schools can implement a series of measures to reduce energy consumption:
- Switching to LED lights and energy-efficient appliances in classrooms, corridors, and outdoor areas.
- Installing solar panels to generate renewable energy, thereby reducing dependence on fossil fuels.
- Promoting energy-saving habits such as switching off lights and electronics when not in use, and utilizing natural light during the day.
By reducing the energy consumption on school campuses, CBSE schools not only cut their carbon footprint but also set a powerful example for students on how energy conservation can be a part of everyday life.
- Water Conservation and Wastewater Management
Water scarcity is a growing concern globally, and it is essential that schools teach students about water conservation. CBSE schools can introduce several water-saving practices:
- Rainwater harvesting systems to capture and store rainwater for use in irrigation and sanitation.
- Installing low-flow faucets, dual-flush toilets, and water-efficient irrigation systems in gardens and playgrounds.
- Organizing water conservation awareness campaigns in classrooms and assemblies to encourage responsible water usage.
Through these efforts, schools can significantly reduce their water consumption and teach students the value of preserving this precious resource.
- Waste Management and Recycling Programs
Waste management is a key area where schools can demonstrate leadership in sustainability. CBSE schools can encourage students and staff to reduce, reuse, and recycle by:
- Setting up waste segregation stations across the campus to ensure that materials like paper, plastic, and glass are recycled appropriately.
- Composting organic waste from cafeterias and school grounds to create nutrient-rich soil for gardening and landscaping.
- Encouraging the use of reusable containers and eliminating single-use plastics in school activities.
Promoting responsible waste management practices teaches students about the lifecycle of products and their environmental impact, encouraging them to make mindful consumption choices.
- Sustainable Food Practices
Food systems contribute significantly to climate change, from agriculture to transportation and waste. To reduce the environmental impact of food practices, CBSE schools can:
- Provide plant-based meal options in the school canteen, as plant-based diets generally have a lower carbon footprint compared to meat-based diets.
- Promote local and seasonal foods that have a reduced environmental cost of transportation.
- Encourage waste reduction in the cafeteria by educating students about food waste and its effects on the environment.
By making sustainable food choices, CBSE schools can help students understand the environmental impact of their eating habits and encourage healthier, more sustainable diets.
- Eco-friendly Transportation
Transport is another major contributor to carbon emissions. To address this, CBSE schools can:
- Organize carpooling programs where students, teachers, and parents share rides to reduce the number of vehicles on the road.
- Encourage walking and cycling to school by providing safe pathways and ample bike parking spaces.
- Arrange for school buses that are more energy-efficient or use electric vehicles to reduce emissions from the daily commute.
These initiatives not only reduce greenhouse gas emissions but also promote physical health and well-being among students.
Climate Advocacy through Community Engagement
Beyond individual practices, CBSE schools can amplify their impact through community engagement and climate advocacy. Empowering students to take action and spread awareness within their communities is crucial for creating a larger cultural shift toward sustainability.
- Student-led Sustainability Initiatives
Empowering students to take leadership roles in sustainability efforts can have a profound impact. CBSE schools can:
- Establish eco-clubs where students can take charge of environmental initiatives such as tree planting, waste collection drives, and community outreach programs.
- Organize environmental campaigns, such as “Clean-Up Days” or “Green Week,” where students can advocate for sustainable practices both within the school and the surrounding community.
- Encourage students to host climate awareness workshops or debates, bringing in experts from NGOs, environmental organizations, or local government to discuss climate change and its solutions.
Through these initiatives, students not only become active participants in climate action but also develop advocacy skills and raise awareness within their communities.
- Collaborating with Local Communities and Authorities
Engaging with local communities can amplify the message of sustainability. CBSE schools can collaborate with local environmental groups, municipal authorities, and other stakeholders to initiate larger climate action projects such as:
- Organizing tree planting drives in collaboration with local NGOs or government agencies.
- Partnering with local businesses to promote sustainable practices, such as reducing plastic waste or adopting energy-efficient technologies.
- Engaging with local authorities to advocate for green policies in schools, such as sustainable building certifications or renewable energy investments.
By building strong community partnerships, CBSE schools can extend their sustainability efforts beyond the school grounds and inspire widespread action.
- Promoting Climate Advocacy through Media and Social Platforms
In the digital age, social media is a powerful tool for advocacy. CBSE schools can:
- Leverage social media platforms to raise awareness about climate action, share sustainability tips, and highlight school-led initiatives.
- Create student blogs, newsletters, or podcasts to share information about environmental issues and solutions, providing a platform for students to voice their ideas and solutions.
- Use school events, such as Earth Day celebrations, to engage parents and local media, amplifying the message of climate action and encouraging community-wide participation.
Through digital advocacy, CBSE schools can broaden their reach and inspire others to join the movement for a sustainable future.
Therefore, the Lifestyle for Environment (LiFE) initiative offers a powerful framework for CBSE schools to lead by example, teaching students the importance of sustainable living and climate action. By incorporating sustainable practices within the school campus and engaging in climate advocacy through community involvement, CBSE schools can become champions of environmental responsibility. The combination of hands-on learning, student leadership, and community engagement not only contributes to the school’s sustainability goals but also empowers students to become advocates for a greener, more sustainable future. Through these efforts, CBSE schools can foster a generation of leaders who understand the importance of taking action against climate change and are equipped to make a difference in their communities and beyond.
This article is authored by– Rajiv Jagdishchandra Vora , Coordinator, St. Xavier’s School, Rajkot
The Prime Minister’s Young Authors Mentorship Scheme (PM-YUVA) has returned for its third edition, promising to shape the future of young Indian writers once again. Launched by the Ministry of Education (MoE) and the National Book Trust (NBT) of India on March 11, 2025, YUVA 3.0 seeks to nurture creative talent among individuals under 30, providing them with a structured mentorship programme that equips them with the skills to document India’s past, present, and future through literature.
With themes such as the contribution of the Indian diaspora in nation-building, the Indian knowledge system, and the makers of modern India (1950-2025), this year’s programme encourages participants to explore diverse facets of India’s rich cultural and intellectual heritage. But while the initiative continues to gain traction, can its implementation be optimised in Indian schools to truly create a lasting impact?
YUVA 3.0: A Gateway for Young Indian Writers
Following the success of YUVA 1.0 and YUVA 2.0, which saw young authors explore themes of India’s freedom movement and democracy, YUVA 3.0 aims to build a stream of writers who can articulate India’s contributions across time and disciplines.
Aspiring authors can apply via MyGov India’s portal, submitting a 10,000-word book proposal that is evaluated by a selection panel constituted by NBT India. 50 candidates will be selected for a six-month mentorship programme, during which they will:
- Receive financial assistance of ₹50,000 per month
- Attend workshops, training sessions, and mentorship meetings
- Have their books published in multiple Indian languages
- Participate in literary festivals and international book fairs
The New Delhi World Book Fair 2026 will serve as a launchpad for these young authors, offering them an opportunity to showcase their work on a national stage.
Bringing YUVA 3.0 into Indian Schools: The Need for Institutional Support
While PM-YUVA 3.0 is a well-structured initiative, a significant gap exists in its reach at the school level. Despite India being home to one of the largest youth populations globally, creative writing as a discipline remains largely underdeveloped in most school curriculums. Integrating this scheme into secondary and higher secondary education could be a game-changer.
How Schools Can Leverage PM-YUVA 3.0 for Maximum Impact:
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Creative Writing Programmes in Schools: Schools should introduce structured creative writing workshops as an extracurricular activity or an elective subject to familiarise students with long-form writing.
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Dedicated Literary Mentorship: Schools should facilitate teacher-led mentorship programmes, where educators guide students in conceptualising, drafting, and refining their manuscripts before submission.
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Regional and Vernacular Writing Initiatives: Since YUVA promotes multilingual literature, schools should encourage students to write in their mother tongue, ensuring that India’s literary landscape remains diverse and inclusive.
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Early Introduction to Research and Storytelling: To cultivate young authors, schools must integrate storytelling, history-based research projects, and structured writing exercises from middle school itself.
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Engagement with Past YUVA Winners: Schools can invite previous winners for interactive sessions to inspire students, helping them understand the nuances of writing, editing, and publishing.
Lessons from Past Editions: How YUVA Has Transformed India’s Literary Scene
Since its inception in 2021, PM-YUVA has empowered young authors across India, producing literature that adds to the country’s intellectual and historical archives. The impact of the scheme is evident:
- 41 books published under YUVA 2.0 were launched at the New Delhi World Book Fair 2025.
- Books produced under YUVA 1.0 and YUVA 2.0 were translated into multiple Indian languages, broadening their accessibility.
- Participants have received national and international recognition, with some works included in academic and government libraries.
- Young authors have interacted with historians, policymakers, and scholars, gaining real-world insights into writing and research.
However, the lack of structured creative writing programmes in schools has meant that the initiative remains largely restricted to university students and independent writers. Expanding YUVA 3.0’s footprint within school education systems will ensure that a younger demographic benefits from this transformative programme.
Creating India’s Next Generation of Writers
With India ranked third in global book publishing, there is an urgent need to nurture homegrown literary talent that can represent the nation’s historical and contemporary narratives on an international stage. PM-YUVA 3.0 is a step in the right direction, but to fully optimise its potential, it must become more accessible to students at the school level.
By encouraging structured creative writing curriculums, mentorship programmes, and regional language engagement, Indian schools can help cultivate the next generation of authors, historians, and literary scholars, ensuring that India’s rich literary heritage continues to thrive.
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