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

Published

7 years ago

March 28, 2019

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.

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Dharav Utsav to Celebrate Rajasthan’s Cultural Heritage and Local Talent

Published

2 days ago

October 28, 2025

Team ScooNews

Dharav High School announces Dharav Utsav in Jaipur, a festival celebrating Rajasthan’s art, culture, and local talent

Dharav High School, Ajmer Road, is set to host Dharav Utsav on November 21–22, a two-day cultural festival that will showcase Rajasthan’s rich artistic legacy, traditional craftsmanship, and creative expression. Conceptualised under the vision of Ms. Devyani Jaipuria, Chairperson of Dharav High School and leader of RJ Corp’s education initiatives, the festival aims to honour Rajasthan’s heritage while creating a vibrant space for artisans, performers, and young minds.

The event will feature a wide range of cultural experiences — from local crafts and cuisine to live performances by singers, poets, and entrepreneurs. More than a cultural showcase, Dharav Utsav is envisioned as a platform that bridges tradition and modern creativity, providing local talent the visibility it deserves on national and global stages.

“Rajasthan is among the most culturally rich and diverse states in India, with traditions dating back centuries,” said Devyani Jaipuria, Chairperson of Dharav High School. “The Dharav Utsav is designed to celebrate the state’s artistic heritage while promoting community participation. Visitors will experience local crafts, food, and customs — all while supporting the artisans and creators who sustain them.”

Dharav High School, part of RJ Corp, a three-decade-old diversified conglomerate with interests in education, F&B, healthcare, and retail, has been active in empowering over 22,000 underprivileged children through initiatives such as Shiksha Kendra and Pravah Skill Development Centre. All proceeds from the Utsav will go toward these CSR programmes, reinforcing the school’s long-standing commitment to social impact.

The festival will include a literary segment with eminent authors and conclude with a musical evening. Local craftsmen, artisans, small businesses, and food vendors have been invited to set up stalls, promoting entrepreneurship and regional talent. The organisers have also extended invitations to schools across Jaipur to participate, encouraging students and educators to engage with Rajasthan’s living heritage.

Looking ahead, Dharav Utsav aspires to grow into a premier cultural festival, strengthening its role in preserving and celebrating Rajasthan’s identity while fostering collaboration across creative and educational communities.

Education

How to Build Better Parent-Teacher Communication

Published

6 days ago

October 24, 2025

Chitra Khanna

Discover practical tips to improve parent-teacher communication and build strong partnerships (Image Source- Pexels/Karola G)

Good communication between parents and teachers plays an important role in a child’s learning and confidence. When both stay connected, it helps students feel encouraged and understood. Still, it’s not always easy to keep that connection strong. Busy schedules and small misunderstandings can make things tricky. The good news is that a few simple habits can make a real difference. Let’s examine what parent-teacher communication truly entails and how both parties can collaborate more effectively.

What is Teacher and Parent Communication?

Teacher and parent communication is all about staying connected and working together for a child’s growth. It’s not just a one-time meeting or message but a continuous, two-way exchange of updates, ideas, and feedback. When teachers and families stay in touch regularly, it creates a strong support system that helps students do better both in and outside the classroom.

In simple terms, teachers share what’s happening at school, like:

Homework and assignments
Grades and test results
Class activities and behavior updates
Social and emotional progress
Strengths and areas where a student might need extra help

At the same time, parents share what’s happening at home, such as:

How the child feels about schoolwork
Any challenges or changes they’ve noticed
Questions or suggestions about learning support

When both sides keep the communication open, it builds trust and teamwork. Teachers understand students better, and parents feel more involved in their child’s education.

Tips for Smooth Parent-Teacher Communication

Talking to parents doesn’t have to feel formal or uncomfortable. In fact, the better your connection with them, the smoother your teaching journey becomes. Whether you’re reaching out for the first time or trying to keep the conversation going, here are some real-world ways to build trust and keep communication easy, clear, and helpful.

1. Begin with a Friendly Introduction

Right at the beginning of the academic year, take a moment to introduce yourself to parents. You can send a friendly email, a printed note, or even a short video message. Let them know who you are, what you’re excited about, and how they can reach you. This early step breaks the ice and helps parents feel welcome and included in their child’s learning journey. When you set a positive tone early, it makes future communication easier and more comfortable for everyone.

2. Communicate Often, Not Just When There’s a Problem

Don’t let communication only happen during parent-teacher conferences or when something goes wrong. Send regular updates about what’s happening in class, upcoming events, or even small successes their child has had during the week. These don’t need to be long messages. A quick note about a student’s progress or behavior can make a parent’s day and help build trust over time. It also shows that you’re not just reaching out when there’s a problem.

3. Invite Their Voice, Too

Sometimes we forget that parents know their child better than anyone else. Ask questions. How does their child learn best at home? Are there any routines or challenges you should know about? And when they speak, listen fully. These conversations often reveal things that can shape how you teach and connect with the student.

4. Be Available and Approachable

Parents need to know that they can come to you when something is on their mind. That doesn’t mean being available 24/7, but it does mean creating space for honest conversations. You can let them know about your preferred times for calls or meetings, and also offer virtual options if in-person isn’t possible. Make sure the tone of your communication is always warm and non-judgmental so they feel safe speaking up.

5. Treat Parents as Team Members, Not Outsiders

Instead of just delivering information, try to involve parents as partners in their child’s learning. Share ideas for how they can help at home, ask for their observations, and thank them for their efforts. If there’s a behaviour issue or academic challenge, work with them on solutions instead of just reporting the problem. A strong home-school partnership creates a consistent support system for the student, both inside and outside the classroom.

6. Show Cultural Awareness and Respect

Families come from many different backgrounds, and their expectations may vary. Take the time to learn about their culture, language preferences, and family structure. Avoid making assumptions or using language that might feel exclusive. If needed, provide translations or simplify your communication to make sure everyone understands. This small effort shows parents that you value who they are and where they come from.

7. Share Progress in a Way That’s Clear and Supportive

Progress updates should be balanced. Yes, it’s important to point out what’s not working, but don’t forget to highlight what is. Give specific examples instead of vague praise or criticism. Say things like, “I’ve noticed Priya really lights up during science experiments,” or “Rohan is still working on staying focused during group tasks.” This kind of feedback feels personal and helps parents understand the full picture.

8. Choose the Right Tools for the Right Message

Too many apps or tools can overwhelm parents quickly. Choose one or two that you’ll stick to, whether it’s a school app, WhatsApp group, or weekly email. Use them for quick updates, reminders, or sharing student wins. Keep your tone casual but clear. Tech is helpful only when it makes life easier for both sides.

9. Respect Their Time and Yours

Teachers and parents are both juggling busy schedules. Respecting each other’s time helps keep communication productive and stress-free. If you’re scheduling meetings, offer time slots that work for working parents, too. Keep conversations focused so that meetings don’t run longer than necessary. Also, set clear boundaries about when you’re available.

When Is Parent-Teacher Communication Most Important?

Parent-teacher communication matters most right at the start of preschool. That first day of preschool is a big moment for every child and their family. When teachers and parents talk openly from day one, it helps everyone feel more comfortable and sets up a strong partnership for the rest of the year.

Why It Matters on Day One

The first day of preschool often brings a mix of excitement and nervousness for both kids and parents. Honest communication helps everyone feel a little more comfortable.
Open communication lets teachers learn about each child’s background, interests, and any worries or comforts. This way, teachers can give more personalized care and support from the beginning.
Early conversations help build a sense of trust between home and school, making the classroom feel like a safe and welcoming place for the child.
When teachers share classroom routines and expectations with parents on the first day, it helps families get ready and feel involved in their child’s new experience.
These early talks also give teachers helpful details, like which languages are spoken at home, special family traditions, or any recent changes in the child’s life. This helps teachers communicate better and offer the right kind of support.

By making communication a priority from the very first day, both teachers and parents can work together to help each child settle in smoothly and feel confident as they start their schooling journey. Building strong parent-teacher teamwork not only supports a child’s emotional well-being but also lays the foundation for long-term academic success.

Closing Thoughts

We hope these tips help make your conversations with parents smoother and more meaningful. Building that connection takes time, but small efforts can lead to strong partnerships.

This article is authored by-

Chitra Khanna,
Content Strategist,
KLAY Preschools & Daycare

Education

Beyond the Syllabus: School Teachers’ Insights on Project-Based Learning

Published

2 weeks ago

October 17, 2025

Padmashini M Patro

Project-Based Learning also changes the role of the teacher, who went from being the sole source of knowledge to a guide who supports inquiry and exploration. (Image Source- Pexels)

How classroom experiences are being reshaped through projects, inquiry, and authentic learning

As the classroom grows beyond the boundaries of textbooks and blackboards, so too does the role of the teacher, and the very meaning of learning. Project-Based Learning (PBL), once considered a niche innovation, is increasingly being embraced by educators across schools in India. But what happens when PBL moves from theory to practice?

To answer this, we turned to the people at the heart of the learning experience: teachers.
In conversations with educators from diverse school contexts, one theme was clear: PBL is not just a teaching strategy; it’s a transformation in how students learn, engage, and grow.

From Worksheets to Real-World Work: How PBL Differs from Traditional Homework

One of the clearest contrasts teachers observed was how PBL moves learning from repetition to relevance. Traditional homework often reinforces information through rote exercises. PBL, by contrast, asks students to apply their knowledge to solve problems, create products, or investigate issues that matter to them.

One teacher shared how using PBL to raise student awareness about water pollution was a hit in the class. Instead of just assigning problems, the students were made to create awareness posters, conduct surveys in their neighbourhood, and suggest solutions through group presentations. The teacher also noted how the students took the lead, and had an ownership over this project that they usually don’t showcase.

The shift from repetition to application fosters deeper engagement. Several teachers noted that students who previously struggled to stay motivated with homework showed renewed interest when asked to take on real-world challenges.

Changing Roles: Teachers as Facilitators, Not Just Instructors

Project-Based Learning also changes the role of the teacher, who went from being the sole source of knowledge to a guide who supports inquiry and exploration.

One common change teachers noticed was on how they had to let go of control in the classroom. Naturally, the students now had to work on projects on their own, and could only come to the teacher for guidance and help. The teachers noted that they helped their students ask the right questions, find credible sources, and evaluate their work, instead of completely placing the burden of learning on the teacher themselves.

This change isn’t always easy. It requires a shift in mindset and in many cases, rethinking how time is used in class. But most teachers agree: the shift is worth it. PBL has encouraged interdisciplinary approaches, made space for collaborative learning, and created more meaningful student-teacher interactions.

Unlocking Student Potential: What PBL Offers Beyond Academics

Academic performance remains important, but a lot of teachers repeatedly pointed out that PBL nurtures a broader set of skills, like critical thinking, collaboration, communication, and creativity. One teacher particularly noted on how their quietest students became ‘leaders’, and became outspoken when it came to presenting their ideas and projects. While not directly, PBL helped these students find their voices, and find confidence in their effort and abilities.

Students learn to manage time, negotiate roles, and solve problems, skills that aren’t always reflected in exam scores but are vital for life beyond school. For many teachers, the most rewarding aspect of PBL was watching students take initiative, work through failure, and reflect on their learning.

Widening the Circle: Strategies for Scaling PBL in More Classrooms

While the benefits are clear, teachers acknowledged that implementing PBL at a large scale comes with challenges, like limited time, rigid curriculum structures, and unfamiliarity among teachers.

They offered a few practical suggestions for schools and educators considering wider adoption:

Start Small and Build Confidence: Starting with short projects aligned to the unit you are already teaching introduces PBL in an easy manner. This way, teachers do not have to worry about overhauling their curriculum, or for making huge changes to their current teaching methods.
Encourage Collaboration Among Teachers: Joint planning across subjects makes projects richer and more integrated. This also promotes interdisciplinary skills among students, and allows them to craft solutions using different subjects and skillsets.
Make Time for Reflection: Embedding opportunities for students to present, critique, and reflect helps solidify learning. By reflecting on their projects and mistakes, they can understand how they can improve their approach to PBL.
Support Professional Development: Teachers emphasized the need for ongoing training, not just one-off workshops but long-term spaces for peer sharing and mentorship. This continuous development would cement and solidify the methods and outcomes that will maximise using PBL for student benefits

Looking Ahead: Redefining Success in Education

PBL challenges traditional ideas of what learning looks like. It pushes students to move beyond memorization, and it challenges teachers to rethink their methods. But more than anything, it opens up the classroom to ideas, to communities, and to possibilities. No longer are students just preparing for exams, but also for the complex world outside school.

As educators continue to navigate the changing landscape of education, the insights from teachers point us toward a hopeful future, where learning is meaningful, relevant, and rooted in real-world experience.

This article is authored by Mrs. Padmashini M Patro, Principal, Air Force School Bamrauli

Education

Over 1 Lakh Single-Teacher Schools Educate 33 Lakh Students Across India: MoE Data

Published

2 weeks ago

October 16, 2025

Team ScooNews

Over 1 lakh schools in India are run by a single teacher, educating 33 lakh students, reveals Ministry of Education data.

India’s education system continues to face a complex challenge — the prevalence of single-teacher schools. According to the Ministry of Education’s data for the 2024–25 academic year, more than 1,04,000 schools across the country are operated by just one teacher, collectively catering to over 33.7 lakh students. This translates to an average of 34 students per school, highlighting a pressing gap in teacher availability despite ongoing reforms under the Right to Education Act (RTE).

The data, reported by The Indian Express, shows that Andhra Pradesh leads the country with 12,912 single-teacher schools, followed by Uttar Pradesh (9,508), Jharkhand (9,172), Maharashtra (8,152), and Karnataka (7,349). Smaller regions such as Lakshadweep and Madhya Pradesh each report 7,217 such schools. In stark contrast, Delhi has only nine, while Puducherry, Ladakh, Dadra and Nagar Haveli and Daman and Diu, and Chandigarh report none.

In terms of student enrolment, Uttar Pradesh again tops the list with 6.24 lakh students, followed by Jharkhand (4.36 lakh), West Bengal (2.35 lakh), Madhya Pradesh (2.29 lakh), and Karnataka (2.23 lakh). The data also revealed wide disparities in the average number of students per single-teacher school. While Chandigarh (1,222 students) and Delhi (808 students) reported high averages, remote and hilly regions like Ladakh (59), Mizoram (70), and Meghalaya (73) reported much smaller class sizes.

Officials from the Ministry noted that while the total number of single-teacher schools has decreased from 1,18,190 in 2022–23 to 1,10,971 in 2023–24, the situation still calls for urgent intervention. The reduction, roughly six per cent year-on-year, has been achieved through a process of school mergers and rationalisation—a policy aimed at consolidating under-enrolled schools and redeploying teachers more efficiently.

A senior ministry official explained, “Single-teacher schools hinder the teaching-learning process. Efforts are being made to redeploy teachers from schools with zero student enrolment to single-teacher schools to ensure optimal teacher availability.” The official also added that states are working to maintain the RTE-mandated pupil-teacher ratio of 30:1 in primary schools and 35:1 in upper primary levels, though challenges persist in rural and remote areas.

As India works toward achieving the goals of Viksit Bharat 2047, addressing such foundational gaps in human resources remains crucial. Ensuring that every classroom has an adequate number of qualified teachers is not just a logistical challenge—it is central to improving learning outcomes and restoring balance to the public education system.

(With PTI inputs)

Education

Over 3 Lakh Schools Join Hands for India’s Largest-Ever Innovation Challenge: Viksit Bharat Buildathon 2025

Published

2 weeks ago

October 14, 2025

Dhruv Chhabra

Over 3 lakh schools participate in India’s largest-ever innovation challenge, Viksit Bharat Buildathon 2025

In a historic moment for Indian education, more than 3 lakh schools across the country came together to participate in the Viksit Bharat Buildathon (VBB) 2025, the largest live school innovation challenge ever organised in India. The nationwide event was inaugurated in New Delhi by Union Education Minister Dharmendra Pradhan, marking a significant milestone in the Government’s efforts to embed creativity, innovation, and problem-solving into the school ecosystem.

The Viksit Bharat Buildathon, organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission (AIM), NITI Aayog, and AICTE, saw over one crore students from Classes 6 to 12 working simultaneously during a 120-minute live innovation session. Students teamed up in groups of three to five to design prototypes and propose solutions under four themes — Atmanirbhar Bharat, Swadeshi, Vocal for Local, and Samriddhi.

While inaugurating the event, Minister Pradhan interacted virtually with students of PM SHRI Government High School, Khorda, Odisha, and later visited Delhi Public School, Mathura Road, and Kendriya Vidyalaya No. 2, Delhi Cantt. Commending students for their creativity, he said, “The vision of Viksit Bharat will be realised through the innovative spirit of our young learners. These ideas will not only address domestic challenges but also create global models for change.”

The event drew widespread participation, with Uttar Pradesh leading the numbers (78,206 schools), followed by Maharashtra (41,198), Gujarat (20,017), and Madhya Pradesh (18,129). Other states like Tamil Nadu (16,370), Bihar (15,732), Odisha (12,344), and Haryana (11,567) also recorded impressive engagement, showing the growing momentum for grassroots innovation across regions. Even smaller territories like Ladakh (358), Puducherry (149), and Andaman & Nicobar Islands (171) participated actively, reflecting the nationwide reach of the initiative.

According to Sanjay Kumar, Secretary, DoSEL, this unprecedented participation signals a transformation in how Indian students approach learning. “This one-of-a-kind movement strengthens innovative thinking and enhances the problem-solving capabilities of students across India,” he said. Deepak Bagla, Mission Director of AIM, called the initiative a “mass movement connecting schools in remote villages with those in metropolitan cities through innovation.”

A New Chapter for Indian Education

The Viksit Bharat Buildathon signifies more than just a hackathon — it reflects a systemic shift in Indian education towards experiential and innovation-led learning. As schools across the country engage in design thinking, tinkering, and collaboration, students are being equipped not just with knowledge, but with the mindset and skills needed to build a self-reliant India.

By nurturing creativity from an early age and fostering partnerships between schools, government bodies, and industry, the Buildathon is shaping a generation ready to contribute to the vision of Viksit Bharat 2047 — a developed, empowered, and innovation-driven India.

Education

17-year-old Innovator Designs Learning Tools for the Visually Impaired

Published

2 weeks ago

October 13, 2025

Team ScooNews

17-year-old Innovator Ameya Meattle Designs Learning Tools for the Visually Impaired

At just 17, Singapore-based student Ameya Meattle is proving that age is no barrier to impact. What began as a small idea to make education more accessible has evolved into a mission that is transforming how visually impaired learners experience learning and skill development.

Ameya founded Earth First at the age of 14 — a social enterprise that helps visually impaired individuals “earn and learn” by creating sustainable, eco-friendly products. Working with eight NGOs across India and Singapore, the initiative has trained more than 100 visually impaired students and launched over 23 sustainable product lines, from tote bags and jute placemats to macramé planters. Each design is adapted to provide hands-on learning opportunities and help trainees gain confidence in both craft and enterprise.

Beyond social entrepreneurship, Ameya has focused deeply on education and technology. He led a Python programming course for 50 visually impaired students, designing custom training modules that made coding accessible through screen readers and tactile tools. By introducing technology as a viable career pathway, Ameya hopes to help students move from manual tasks to high-skill, digital opportunities.

His work also extends into assistive technology research. Under the mentorship of Dr. Pawan Sinha at MIT, Ameya developed a VR-based diagnostic game to assess visual acuity in children — turning the process into an interactive experience rather than a clinical test. The tool is being piloted at MIT’s Sinha Lab and with Project Prakash in India, helping doctors evaluate and track visual development before and after eye surgeries.

In addition, during his internship at the Assistech Lab at IIT Delhi, Ameya worked on designing tactile STEM teaching aids, such as accessible periodic tables and coding tutorials for visually impaired learners. His goal, he says, is not just to innovate but to make scientific learning inclusive and joyful for all.

Ameya’s work highlights how education, empathy, and innovation can intersect to create a more equitable future — one where technology serves not just progress, but people.

Education

Empowering Young People to Champion Neuro-Inclusion

Published

2 weeks ago

October 13, 2025

Pooja Sharma and Srushti Patel

Inspired by Aamir Khan’s Sitaare Zameen Par, learn how schools can nurture young allies to champion neurodiversity and build inclusive learning communities. (AI generated representational image)

Aamir Khan’s recent film Sitaare Zameen Par has brought neurodiversity into the mainstream, and sparked important conversations about inclusion and rethinking what we consider ‘normal’. These cultural moments help raise awareness, but they also remind us that there is still a long way to go in making inclusion a lived reality.

It is estimated that 1 in 8 children in India have a neurodevelopmental condition such as ADHD, autism, learning disabilities and intellectual disability. Many of these children often face social isolation, bullying and exclusion – often the earliest of these experiences begin during school.

At the same time, today’s young people indeed carry with them a deep sense of social justice and openness to diversity. The energy, empathy and bold creativity of young people can be harnessed – if nurtured in the right way, at the right time – to make them equal partners in cultivating inclusive cultures in schools and communities.

We need young allies – people who are not only informed, but who engage meaningfully with neurodivergent peers, actively support the cause, and drive inclusivity. The key lies in equipping them with the knowledge, skills, and ultimately the mindset needed for inclusion. Schools must invest in nurturing young allies who can champion neurodiversity and take ownership of inclusion in spaces they belong to.

Our experience and work on youth allyship has shaped our understanding of what it takes to make this happen. Here are some of our most important insights:

From awareness to active allyship: We need to move beyond awareness about neurodiversity, by equipping students with the knowledge, skills, confidence, and opportunities to take meaningful action as allies for neuro-inclusion.
A personalised journey: Allyship is a lifelong journey which is most authentic when it grows organically from curiosity, dialogue, self-initiative and experiences. It cannot be imposed, and must be led by the individual.
Student autonomy: When students have the autonomy to choose how they contribute, their commitment deepens. We should give students a mix of structure and freedom to help – guidance to shape their efforts, alongside the space to decide how they want to step up for meaningful change.

So how can schools nurture students as young allies?

Create safe, relatable spaces led by students, for students Peer-led conversations give students space to reflect on diversity, challenge stereotypes, and share personal experiences. When peers lead, the power dynamics shift – students listen more openly, express without fear of judgment, and begin to see inclusion as something that belongs to them, not just a directive from authority figures. Our Inclusive Duniya Circles are one example of such spaces. Students are primed and empowered to sensitively facilitate conversations about disability, neurodiversity and inclusion.
Explore connections to students’ interests and strengths
Students should be given the opportunity to discover how they feel about the cause and how they want to contribute. At the end of each Circle, we often ask, “How do you want to step up for an Inclusive Duniya?” The answers vary, but what matters most is that the initiative comes from the students themselves. Our role as adults and educators is to support them in making it happen.

Some take the route of advocacy – sparking conversations and campaigning for the cause with schoolmates. Others channel creativity through music, art, or theatre that challenges stereotypes.

For instance, the song Inclusive Duniya (available on Spotify), was written, composed and produced by students on their own from carefully crafting lyrics which invited listeners to imagine a world where everyone feels like they belong to picking melodies that convey warmth. Students used their creative talents to make a gentle but compelling call to action for allyship. Helping students tap into their personal strengths and interests enables authentic engagement and contribution to the cause.

Embed into academic and co-curricular pathways
Linking students’ inclusion initiatives and projects to existing academic opportunities, such as CAS projects in the IB curriculum, allows them to merge personal passion with academic commitment. Framing these initiatives as co-curricular activities also strengthens students’ profiles for college applications. This dual recognition provides a formal recognition to their efforts and ensures students’ efforts are sustained – adding motivation, depth and commitment to their efforts.

The voices of young people not only impact their peers, but also have a ripple effect in shaping how families talk about disabilities, and, in due course, how communities and workplaces open themselves up to inclusion.

With the right support, our young generation can become a driving force for an inclusive world. Schools, as microcosms of society, provide the most conducive space for young people to explore sensitive concepts, question biases, and practice inclusion in meaningful ways. By nurturing young allies who truly value and celebrate diverse ways of thinking and being, we can lay the foundation for a more Inclusive Duniya.

This article is co-authored by:

Pooja Sharma, Founder and CEO, Inclusive Duniya

Srushti Patel, Manager- Schools Programme, Inclusive Duniya

Education

Ministry of Education Urges Schools to Adopt UPI for Digital Fee Payments, Promoting Ease of Schooling

Published

2 weeks ago

October 13, 2025

Team ScooNews

Ministry of Education encourages schools to adopt UPI for digital fee submission to enhance ease of schooling across India.

In a move to strengthen the Government’s Digital India vision, the Ministry of Education has urged schools across India to integrate Unified Payments Interface (UPI) and other digital payment systems for fee collection and administrative transactions. The directive, issued by the Department of School Education and Literacy (DoSEL), is part of broader reforms aimed at promoting Ease of Schooling and improving transparency in educational administration.

The Ministry has written to all States, Union Territories, and autonomous educational bodies — including NCERT, CBSE, Kendriya Vidyalaya Sangathan (KVS), and Navodaya Vidyalaya Samiti (NVS) — encouraging them to adopt digital payment mechanisms such as UPI, mobile wallets, and net banking for collecting school admission, examination, and other fees.

The transition from cash-based to digital transactions, the Ministry said, will significantly reduce administrative burden while improving efficiency, security, and accessibility. For parents and students, this means being able to make school payments directly from their phones without the need to physically visit schools or handle cash.

According to the Ministry, integrating digital payments in schools will not only simplify fee submissions but also promote financial literacy among students and families. By making digital transactions a part of everyday life, schools can play a key role in familiarising future citizens with the country’s growing digital economy.

The initiative aligns with India’s larger goal of becoming a digitally empowered, inclusive, and transparent society by 2047 under the vision of Viksit Bharat. It also complements the government’s push toward Digital Transformation in Education, ensuring administrative systems are modern, accountable, and user-friendly.

By encouraging UPI integration, the Ministry is promoting a more efficient and transparent school ecosystem — one where technology reduces red tape, supports better governance, and enhances convenience for families. This initiative represents not just a financial reform but a cultural shift toward digital readiness in India’s school education system.

Education

Supreme Court Calls for Early Sex Education in Schools: “Not from Class IX, But from a Younger Age”

Published

3 weeks ago

October 10, 2025

Team ScooNews

Experts believe that inclusive discussions about puberty, consent, and emotional health must begin before adolescence (Image Source- Pexels/Markus Winkler)

In a landmark observation, the Supreme Court of India has emphasised the urgent need to introduce sex education at a younger age, rather than waiting until Class IX as is the current norm. The apex court stated that children should be informed and sensitised about the physical and emotional changes that accompany puberty — and taught the necessary care and caution that come with it.

The observation came from a Bench comprising Justice Sanjay Kumar and Justice Alok Aradhe, which noted that the absence of early sex education leaves children vulnerable to misinformation and misunderstanding during their formative years.

“Sex education should be provided to children from a younger age and not Class IX onwards. It is for the authorities concerned to apply their mind and take corrective measures so that children are informed of the changes that happen after puberty,” the court stated.

The Bench made the remarks while hearing an appeal filed by a 15-year-old boy, who had been denied bail by the Allahabad High Court in a case under Sections 376 and 506 of the Indian Penal Code (IPC) and Section 6 of the Protection of Children from Sexual Offences (POCSO) Act. Recognising that the accused was himself a minor, the Supreme Court had earlier granted him bail in September 2025.

In the same case, the Court had directed the Government of Uttar Pradesh to submit an affidavit explaining how sex education is currently implemented in schools. The state responded that sex education is introduced only in Classes IX to XII, following NCERT guidelines. However, the Bench expressed concern over this delayed introduction and urged policymakers to revisit the framework to ensure children receive age-appropriate education much earlier.

The Court set aside the High Court’s order and made the juvenile’s bail permanent until the completion of the trial. More importantly, its remarks have reignited the national debate on the need for comprehensive sexuality education in India, which many experts argue is crucial to preventing abuse, reducing stigma, and promoting healthy development among adolescents.

Education experts have long maintained that early, factual, and inclusive discussions about puberty, consent, and emotional health must begin before adolescence — ideally in primary school — to prepare children for real-world experiences and relationships. The Supreme Court’s observation is expected to prompt renewed policy discussions on revising the sex education curriculum nationwide.

Education

Delhi Government Launches Online First Aid Training Programme for Teachers

Published

3 weeks ago

October 9, 2025

Team ScooNews

Delhi government launches an online first aid training programme for teachers in schools. (Image Source- Pexels)

The Delhi government has introduced a new online training programme designed to equip teachers with essential first aid skills to respond effectively during health emergencies in schools.

According to a circular issued by the State Council of Educational Research and Training (SCERT), the course — titled “First Aid – To Improve Human Reaction in Challenging Health Situations” — will be conducted under the Massive Open Online Course (MOOC) format. The training is mandatory for all teachers and will run from October 9 to October 19, 2025.

The initiative aims to increase awareness about the importance of readiness in medical emergencies and the role of first aid in saving lives. It will also educate teachers on maintaining functional first aid kits in classrooms and demonstrate practical methods for administering care in real-life situations.

Teachers must achieve at least 70 per cent in each assessment to complete the course successfully. Upon completion, participants will receive certificates, which can be downloaded directly from the platform.

By introducing this online training, the Delhi government seeks to build a culture of preparedness and safety across schools. With thousands of teachers gaining basic emergency response skills, the initiative is expected to significantly improve the ability of schools to manage sudden health crises and ensure student well-being.