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Early Childhood Education : Need of the Hour

Industry experts discuss the challenges and desirable improvements in Early Childhood Education in India

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Industry experts discuss the challenges and desirable improvements in Early Childhood Education in India:

Smriti Agarwal
Senior Headmistress, Podar Jumbo Kids Powai

Is the setting of certain quality standards for pre-schools feasible in India?

Setting certain standards for preschools is definitely feasible in India. With all her diversity, demographic, cultural and financial differences, India can still regularise certain quality standards such as hygiene, safety, nutrition and well-being of children. Whether it is an anganwadi or a high-end preschool, basic standards can be set, audited and maintained if we take it up seriously.

Should teachers undergo a separate training system to deal with children in this age category?

Teachers are the hands which sculpt the soft mud into beautiful, desirable and successful sculptures to be proud of. If a sculpture/ artist/ doctor/ surgeon needs to undergo specialised education and training to be a master of their craft or to save lives, how can teachers not require specific, specialised and separate training to handle the age where the human brain is developing to its ultimate potential? We have to look into the training of preschool teachers very scientifically and organically.

How can we improve the quality of Early Childhood Education in India?

We can improve the quality of Early Childhood Education by first acknowledging the need and importance of Early Childhood Education. Only once we understand its importance and attach certain value to it, will we look at investing in it and making it beneficial and a must for each and every child.

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What can be done to protect young children from being victims of molestation?

To protect children from molestation we have to understand two basic formulae which are; children have to be taught and sensitised towards good and bad touch from an early age along with equipping them with the knowledge of what do in which situation. Secondly, the trust factor has to be reviewed. Children by nature are curious and trust easily. Along with caretakers and adults of the house, children should know who is trustworthy. Most of the time, it is a family member, neighbour, help at home or a known person who is the molester.

How well-informed are parents in India about the importance of Early Childhood Education compared to other countries?

Awareness is there in India too, but maybe due to our vast diversity, the percentage is lesser than other countries. What India lacks is not only awareness but the understanding of Early Childhood Education. We have to know that Early Childhood Education is not a stepping stone for primary school but an experience and stimulus to develop skills and intelligence for life. It is not a preparatory school but a school for life.

What do you think are the main concerns and challenges facing ECE in India?

According to me, one of the main concerns and challenges ECE is facing in India is the lack of a separate governing body for ECE.
ECE cannot come under education or the Women and Child Development ministry. It requires a body which is made up of ECE professionals, who understand the needs, seriousness, issues and requirements of ECE. A separate ministry which understands the training, curriculum, age-appropriate development and developmental milestones in the early years. All concerns and challenges of safety, security, hygiene, curriculum, assessments and stress in early years can be dealt with if we have norms and regulations for ECE. Proper training and guidance should be given to preschool owners and teachers. If stakeholders can realise that this is not just a business but an extremely sensitive responsibility which is shaping the future then maybe the concerns can be addressed and challenges can be met.

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Kaiser Ahmed
Orange International Preschool

Is the setting of certain quality standards for pre-schools feasible in India?

Yes, it is so important and it needs to be set up. Basic quality standards in pre-schools will be feasible as long as parents are informed about the advantages of such standards. The prerogative is to be sincere and well-planned in the implementation of quality standards.

Should teachers undergo a separate training system to deal with children in this age category?

The preschool age is the most important age and a qualified teacher in terms of experience and training can play a vital role in nurturing the kids at such a juncture. The government as well as some reputable preschools must take a call regarding this issue. Appointing a teacher without basic ECE experience can be a big mistake sometimes.

How can we improve the quality of Early Childhood Education in India?

There is lack of knowledge and awareness among masses about ECE. A nation-wide campaign needs to be started about the importance of ECE. Expert committees need to be set up to monitor the functioning of pre-schools. Parents need to be involved in certain school and home activities. Videos and short movies of perfect implementation of Early Childhood Education in other countries need to be shown and circulated.

What can be done to protect young children from being victims of molestation?

A proper and well-versed Do and Don'ts list needs to be implemented in schools, public places, at homes and they need to be evaluated from time to time.

Strict punishments for offenders and a fast-track legal course may definitely give some good results.

How well-informed are parents in India about the importance of Early Childhood Education as compared to other countries?

In India, most parents do not know the importance of ECE. Most parents still consider preschool as a creche.

What do you think are the main concerns and challenges facing ECE in India?

The main challenge is the ignorance from the government in recognising that ECE has an important role in imparting education, non-availability of trained staff and ignorance of parents.

Sonia Chugh
Director, Happy Minds International

Is the setting of certain quality standards for pre-schools feasible in India?

Why not? There are many such bodies available abroad. Private preschools are free to adapt and implement. Happy Minds International is using guidelines of NAEYC (National Association for the Education of Young Children) since the last seven years.

But surely, it can be expected from a government balwadi.

Should teachers undergo a separate training system to deal with children in this age category?
I definitely think, yes.

How can we improve the quality of Early Childhood Education in India?

We should have the standard guidelines for preschools for the nation, which can be adapted from already proven successful bodies for curriculum and teachers.

For space and infrastructure, minimum requirements standards, should be setup as a part of the guidelines.

What can be done to protect young children from being victims of molestation?

Education and intervention are the key. It should start from home, with the support of parents. Transparency should be maintained by all schools, where parents should have all rights to be a part of it.

How well-informed are parents in India about the importance of Early Childhood Education compared to other countries?

Early Childhood Education for majority of the parents means reading, writing and competing at an early age.

They don't understand that early childhood care is about developing life skills. It's socio-emotional development which takes place first, which is not understood by many.

What do you think are the main concerns and challenges facing ECE in India?

Awareness for the requirement of a body to set standards is missing. Each and every pre-primary should ideally first register with a standard body. Parents should know that such guidelines exist.

Rita Bose
Disharee Montessori House
President, Montessori Association of Calcutta

Is the setting of certain quality standards for pre-schools feasible in India?

Yes

Should teachers undergo a separate training system to deal with children in this age category?

Yes

How can we improve the quality of Early Childhood Education in India?

a) Fully trained adults for that age group

b) An environment (room, furniture, toilets) suitable to them

c) Working material should concentrate on hand-eye coordination. More material offered to the hands eg. plasticine

d) Less interference of adult while child is working

e) Once material is presented to the child let him/ her select what they want to work with. Let the child repeat as many times as he/she wants

f) You observe while the child absorbs

What can be done to protect young children from being victims of molestation?

Stress the use of NO to the child for certain actions of adults, things offered by unknown persons. To be wary when an unknown person says that ‘Your mother has sent me to take you’.

How well-informed are parents in India about the importance of Early Childhood Education compared to other countries?

Parents are not so well informed and one needs to spread the message.

What do you think are the main concerns and challenges facing ECE in India?

a) Parental ignorance

b) Reluctance of parents to recognise any problem in the child – physical, intellectual, mental or social

c) Availability of correct environment and qualified adults

Santwana Basu
Casa Dei Bambini, Bhowanipore

Is the setting of certain quality standards for pre-schools feasible in India?

In West Bengal, this is feasible only for private schools. For government schools and NGOs, it will be difficult.

Should teachers undergo a separate training system to deal with children in this age category?

Of course! A teacher should have a proper training at least for a year and some work experience.

How can we improve the quality of ECE in India?

We are moving towards modernisation. Tomorrow's children have to face changes and challenges. I feel that Vedic mantra chanting is important in a simple form and it should be inculcated in ECE from the beginning

What can be done to protect young children from being victims of molestation?

An adult should be taught how to handle children through workshops. Similarly, children should be given certain lessons on what is good touch and bad touch.

How well informed are parents in India about the importance of ECE compared to other countries?

In larger cities, parents are better aware of ECE but the awareness has not reached the suburbs and rural areas yet.

What do you think are the main concerns and challenges facing ECE in India?

In West Bengal, people are not aware of the importance of foundation programmes for Early Childhood Education. Over the past decade, the unfortunate reality is that the income gap has widened more between the low poverty group of people. So they do not give enough attention for giving readiness or awareness programme for pre-school.

Bela Kotwani
Cosmikids International

Is the setting of certain quality standards for pre-schools feasible in India?

Feasibility is a by-product of diligent curriculum curation and orchestration. A suggestion is to assign logistic management to a non-government entity funded with government aid and accountability shared by government and the assigned entity.

Do you think teachers should undergo a separate training system to deal with children in this age category?

A distinctive training for this age group is not only recommended but must be taken into serious consideration as they are the most formative years of a child’s life.

How can we improve the quality of Early Childhood Education in India?

Ordinance via the above recommended non-government entity must be created and decorum must be inspected consistently.

What can be done to protect young children from being victims of molestation?

Indian families are traditional and religion-based which contributes to a strong foundation but on the flipside makes parents timid about having difficult conversations with children. This reservation proves detrimental to a child facing the outside world. Predatory behaviour, incest, molestation are difficult topics. It’s our reaction that gives negative or positive power to a conversation. A neutral and objective conversation with our children at four years of age and regularly thereafter, will make a difference. Let’s not leave this task up to educators and law makers, let’s take care of it at home.

How well-informed are parents in India about the importance of Early Childhood Education compared to other countries?

I think a glimpse of awareness can be seen, however a tendency to have a herd mentality in following the West more for style and elitist recognition is evident. There is a need to stick to our roots, but develop our educational structure for global awareness.

What do you think are the main concerns and challenges facing ECE in India?

Standardised training, integrity of curriculum, increased parent guilt resulting in trying to parent remotely resulting in a teaching faculty that is caught between ‘a rock and a hard place’ trying to please the parents while maintaining the integrity of education.

Diana Tyagi
Podar Jumbo kids

Is the setting of certain quality standards for preschools feasible in India?
In my opinion, setting quality standards for preschools in India will not be feasible unless we overcome hindrances such as lack of strong leadership, lack of safe orderly classroom equipment and teachers who will focus on the basics of curriculum not having high expectations that actually over exceed the students potential. Moreover, poor pupil-teacher ratio is also a significant obstacle in India, along with lack of constant monitoring via assessment and feedback, coupled with lack of teacher quality (as in my opinion formal qualifications cannot be substituted by lack of passion).

Should teachers undergo a separate training system to deal with children in this age category?

The education sector is a very dynamic sector and a good teacher needs to be constantly updated with best practices across the world which means re-evaluating and reflecting ones pedagogical skills through professional development and training. After all, at the end of the day a teacher too is a human being and most of her teaching practices and beliefs stem from her own experiences. The need to transform such existing beliefs requires redesigning of professional development modules designed in such a manner that they infuse theory sessions and also focus on generic skills.

How can we improve the quality of Early Childhood Education in India?

As there is no single definition for quality, two principles characterise quality in Early Childhood Education. The first identifies the learner’s cognitive development as a major objective of the educational system and the second emphasises the role of education in promoting values and attitudes and nurturing a creative and emotional development. We need to start with learners ie. those individuals with different attitudes in learning styles having personal attributes influenced by their home and social backgrounds. Thus the learning environment needs to be inclusive thereby building on the strength of the learners. Secondly, we need to improve teaching and learning which means updating the curriculum content by making teaching methods more effective paying greater attention to factors like the language of instruction, regular timely reliable assessments and lastly by paying great attention to policies for selecting, training, supporting, deploying and rewarding of teachers.

What can be done to protect young children from being victims of molestation?

Most offenders are known to the child or the family and can sometimes even be family members or relatives. It is important to teach children about good touch and bad touch, educate them that no one has the right to touch their bodies. Similarly, we need to even teach them the right to privacy of other people. It’s very important that no secrets be kept between parent and child and the child should be made comfortable to talk openly to the parents on any issue in this regard. The child should be made aware of special gifts, toys or special outings offered suspiciously by any adult.

Also, when a parent enrols the child in the school or a daycare they should be very clear for opting for an organisation that that believes in an ‘open door policy’ and they should regularly monitor and participate in the child’s school activities whenever possible. Constantly sharing of news items and published reports of child sexual abuse with the child is a great way to initiate discussions of safety. Importantly, any child discussing history of sexual abuse should be heard carefully and the disclosure should be taken very seriously and not discarded, as very often children are not believed, particularly if the perpetrator is a family member.

How well informed are the parents in India about the importance of Early Childhood Education compared to other countries?

Parents in India are unaware of how crucial Early Childhood Education is in helping the child achieve not only ‘school ready status’ but the child’s life outcomes in terms of health and income levels. Unfortunately, private sectors offering so many standalone playschools are entirely unregulated with rudimentary understanding of children’s development. Indian parents’ aspirations differ from parents of other countries, once they make the preliminary investigations regarding the teacher – child ratio, fee structure, enquiries regarding basic educational philosophy or how discipline will be handled they pay up and feel their job ends there. Sadly, parents are completely unaware about the brain development being the highest during the first four years of life.

What do you think are the main concerns and challenges facing ECE in India?

In my opinion, one of the main concerns and challenges facing ECE in India today is the fact that full and equal access and achievement in basic education of good quality is lacking. Secondly, the professional status of teaching is at an all-time low and teaching is not considered as one of the most sought-after careers in India. Moreover, the financial compensation angle is deplorable as it is a highly underpaid job resulting in the profession being dominated by women, thus we see less males preferring to be teachers. The ongoing commercialisation of education results in ‘the modern temples of education’ – with infrastructures equivalent to a five-star resort, classrooms today with air conditioning in them as well as in the buses used to commute to and fro. The lack of intellectual liberty and freedom is what teachers miss in this day and age in their profession which ends at curtailing their motivation to learn, innovate and update their practices.

Natasha Baruah
Globe Tot'ers – A Birla Preschool

Is the setting of certain quality standards for pre-schools feasible in India?

A well research centralised curriculum with an integrated teaching approach based on the fundamental principles of education proposed by UNESCO i.e. Four Pillars of Education: Learning to be, Learning to do, Learning to know and Learning to live together will definitely set a quality standard in the preschools of India. The value of setting standards will be possible when we recognize and accept that Early Childhood Education is a vital developmental need for all the children and that every child has a right to equitable quality education.

Should teachers undergo a separate training system to deal with children in this age category?

The focused trainings will help the teachers to enhance their knowledge, the scientific approach to teaching, understanding the teaching pedagogy, child psychology as well as develop enthusiasm and passion for teaching the children. Communication skills of the teacher are very important as it creates effective difference in the child’s life. It is essential to target classroom experiences with hands-on learning guidelines for teachers to ensure learning is happening in the classroom. Therefore, a separate training system will definitely help the teachers to focus on the needs of a particular age group.

How can we improve the quality of Early Childhood Education in India?

We can improve the quality of Early Childhood Education in India by developing and following a suggestive developmentally age appropriate activity based curriculum that also highlights the various skills and Meta skills the child needs to acquire. Regular training workshops for teachers will help them to enhance their communication as well as enhance their teaching skills. Involvement of family and community through Early Childhood Education forums will also help to educate the people about the vitality of the early years’ education in a child’s life.

What can be done to protect young children from being victims of molestation?

The following can be done to protect young children from being victims of molestation:

a. A trusted adult supervision is required both in case of a girl as well as a boy.

b. In today’s world our lives have become dependent on support staff due to our busy schedules but it is very important that while appointing them we must do proper background check supported by a police verification. Also speaking to the past employer about them if possible, may help before recruiting them.

c. The children should not be left unsupervised. If caretakers are in-charge of the child, strict rules must be shared with them. However, a vigilant eye and regular monitoring will help to prevent accidents.

d. Teaching about body safety to the children through good touch and bad touch is very important. It is also very essential to teach about the people who are in their safe circle for e.g. father, mother, teachers etc. and shout for help if required when they experience any discomfort.

e. Regular sessions with parents to create awareness need to be conducted for the same.

How well informed are parents in India about the importance of Early Childhood Education compared to other countries?

The focus of parent’s in India from a young age of their child is on the academic progress of the child. Therefore, due to the lack of proper knowledge and confidence of the parents on the holistic education, the importance of Early Childhood Education as compared to other countries is ignored. Surely and steadily the awareness is increasing due to social media and other resources. The parent of today is looking for schools which provide more experiential learning with understanding rather than rote learning without understanding.

What do you think are the main concerns and challenges facing ECE in India?

Lack of awareness of the importance of ECE is the main concern and challenge. The organizations promoting ECE are non-affordable for the people with low average earnings. The initiative by the Government of India in creating widespread awareness as well as taking up intensive teacher training programmes will help the country to reach and preach the Early Childhood Education sector.

Kausar Ladiwala
Globe Tot'ers – A Birla Preschool, Jubilee Hills and Gopanpally

Is the setting of certain quality standards for preschools feasible in India?

Yes, surely. The early years of education are the building blocks of a child’s personality. With time, we have seen the cognitive domain of children growing, therefore it becomes essential to set a standard of quality in order to ensure uniformity. Young children learn at different rates across the various stands of their development and not all children master skills and content within an area in the same order therefore setting a quality standard becomes important for achieving skills, acquiring knowledge and developing positive attitudes. 

The current curriculums that are being implemented in all preschools in India are meeting the latest trends in curriculum development, that have been designed after extensive research in various domains of neuroscience.  

Should teachers undergo a separate training system to deal with children in this age category?

Yes. We think teachers should undergo a separate training system to deal with children in this age category. This will provide teachers with a greater chance of success in their professions. It will provide them with knowledge, experience and the methods to deal with a variety of situations that commonly arise in a classroom. Considering the challenges teachers face in the classroom with children from diverse background, abilities and potential, it becomes essential for teachers to undergo training in order to tackle issues with ease. While all teachers experiment with new lessons and techniques from time to time, teachers without proper training find themselves learning by ‘Trial & Error’. This experimenting comes at the cost of student education.

  

How can we improve the quality of Early Childhood Education in India?

Use observation and assessment to support every child’s needs across all developmental domains to ensure growth. Create a link between assessment and planning. Create a culture of continuous quality improvement. Focus first on children’s safety, health and happiness.

How well informed are parents in India about the importance of Early Childhood Education compared to other countries?

In India, till the late ’90s parents sent their children to school at the age of four years. They approached K-12 schools of reputation, mostly in academics and ensured that their child got admission from LKG and did not have to worry till the child finished class 12. The first three years of the child’s life was spent at home with the mother, mostly playing. With the arrival of new millennium, there was a visible change in the mind-set of the parents, especially in the metro cities. The new age parents and parenting style had arrived big time in India.  This was mostly because of the IT sector development, as the working mothers got an opportunity to research, analyse and discuss about the various options available for schooling her child and provide the best Early Childhood Education. Indian parents have become more aware of the importance of Early Childhood Education in recent times and are almost at par with the parents of the West. This has been possible due to the influence of the Western world, as a result of travel due to work or pleasure. Many eminent educationists from India have visited schools across the world and have adopted their best practices here. 

What can be done to protect young children from being victims of molestation? 

Some measures to be taken to protect young children from being victims…

a. As a part of curriculum, rhymes on molestation should be a part of the programme, in order to create a sense of awareness among children of that age group.

b. During circle time, safety rules and methods should to be taught to the children. (Good touch and bad touch)

c. Developing a sense of equality for girls and boys.

d. A kid to kid guide to keep private parts private.

e. Relevant books to be kept in the reading centre – safe touch education books, your body belongs to you, yell and tell, some parts are not for sharing etc. f. Documents submitted during recruitment of staff (Teaching/Non-Teaching) have to be verified and rectified.

g. Seminars and workshops on child’s molestation to be conducted for parents and staff (Teaching/ Non-Teaching). 

What do you think are the main concerns and challenges facing ECE in India?

The challenges faced by ECE in India are:

Standardisation of curriculum: The focus is mostly on academic readiness rather than catering to overall child development or cognitive development. Paying equal attention to life skills, and offering fun based exploratory learning activities to the child during these formative years is equally challenging. Moreover, the curriculum needs to be designed in such a way that a child has a smooth transition to the main school. Relevant skills like communication,

interpersonal, research, independent thinking need to be enhanced too.

Lack of trained faculty: Many states of India where, institutions of teacher’s education are not widely present, availability of trained and experienced teachers are limiting deficits. Schools are therefore, forced to hire lesser qualified teachers, which in turn affects the quality of teaching.

Parents’ concerns: A lot of parents have concerns regarding the right age for admission, methodology and choosing a school. Due to nuclear families parents also do not have anybody to guide them on dealing with the children. Onus then comes on Early Childhood educators to do the needful.

Issues with language: India being a diverse country has many languages. Getting teachers to understand and communicate in their mother tongue and yet teach in an official language is a difficult task.   

Education

What Nepal’s Gen Z Protests Teach Us About Education, Civic Sense, and Media Literacy

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The Gen-Z protest in Nepal is against the misgovernance and corruption (Image Source- India Today)

As we approach closer to International Day of Democracy on 15 September, I note that too often it feels like a ceremonial date, there in the calendar, acknowledged in our social media posts or a few articles but rarely lived. This year feels different because of what we are witnessing just across the border in Nepal.

Over the past week, the country’s young people have stepped onto the streets in a movement that has already become one of the most remarkable democratic awakenings of recent times. Their demand is clear: an end to corruption and the beginning of accountable governance. What makes this moment extraordinary is not only the courage to speak up but the way in which they have chosen to act. They have nominated their own candidate for the prime minister’s office. They are marching in huge numbers yet also bending down to collect trash after the rallies. They are organising traffic, repairing roads, giving first aid to strangers. They are not tearing down a nation, they are stitching it back together in full public view.

This is the generation that adults so often accuse of being lethargic, self-absorbed, or distracted by screens. In Nepal, the same generation has shown that democracy can be reclaimed and rebuilt when the young decide to act with clarity and purpose. They are proving that democracy is not just a system of elections and slogans. It is a lived responsibility where every citizen must carry their share of the weight.

Modern protests look very different from those of the past. They are no longer confined to placards and sit-ins. They are physical and digital at once, fuelled by the energy of young people who know how to use social media not only to amplify outrage but also to organise, to mobilise, and to build communities of action.

The world has seen hashtags rise and fade like shooting stars. Nepal’s youth have gone beyond that. They are grounding their protest in discipline, service, and responsibility. That is what makes it impossible to ignore.

And why should this matter to us across the border?

For educators in India, there is a powerful reminder here. Democracy is only as strong as the awareness of its youngest citizens. A classroom that teaches civics as a dry subject but does not teach students how to live its values is missing the point. Critical thinking, civic sense, and media literacy are no longer optional add-ons. They are survival skills in a democracy that must constantly defend itself against apathy, misinformation, and abuse of power.

The message is not that Indian students must take to the streets at the first sign of discontent. The message is that they must never take their rights for granted. They must understand that those in power are always less powerful than the power of the people. Questioning authority with responsibility, demanding accountability without violence, and raising their voice when it matters most are not acts of rebellion. They are the beating heart of democracy.

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Teachers, parents, and institutions often worry that if children are taught to question, they will lose respect for authority. Nepal’s youth are showing us that the opposite is true. When young people learn how to question responsibly, they do not weaken democracy. They strengthen it. They protect it. They ensure that it does not become an empty word.

On this International Day of Democracy, Nepal’s streets are giving us a lesson no textbook can. Democracy is not a static gift handed down by leaders. It is a daily act of participation, awareness, and responsibility. If we want India’s democracy to remain alive and resilient, our classrooms must prepare young people not only to dream about their future but also to defend the principles that make that future possible.

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Education

UK and US Tighten Student Visas: What Indian Schools and Students Must Know

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As the UK and US impose stricter student visa rules, Namita Mehta, President of The Red Pen, weighs in on alternatives, sharing her opinion on planning and how schools can guide families. (Image- Pexels/Ekaterina Belinskaya)

The tightening of student visa policies in the US and UK has created understandable anxiety among Indian families.

In the UK, the Graduate Route visa may be reduced from two years to 18 months for undergraduates and master’s graduates, while doctoral students may keep three years. Most taught master’s students can no longer bring dependents, the country has raised proof of funds by over 11%, moved to digital e-visas and tightened university compliance.

The US has proposed limiting the F-1 visa to a fixed four-year term, requiring extensions for longer programmes such as PhDs. Interview waivers have been eliminated, and third-country applications are no longer permitted. Backlogs at Indian consulates have worsened, and a new $250 Visa Integrity Fee will soon add to costs.

While complex, these changes reflect a global trend: governments are balancing immigration management with continued student flows. For Indian applicants, this means approaching the process with a sharper focus and stronger preparation.

What these changes mean for Indian students

The proposed cut of the Graduate Route visa to 18 months may cause concern, but this timeframe is enough to build career foundations, especially for students who engage early with employers. Restrictions on dependants may deter older applicants, but younger students will still find the UK attractive. The move to digital e-visas actually simplifies the verification process, while higher proof of funds requirements will require earlier financial planning. Additionally, English language changes should not affect Indian applicants, who already meet or exceed the required standards.

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In the US, the proposed four-year F-1 limit introduces uncertainty for PhD students; yet, the country still offers unmatched academic choices, world-class research opportunities, and globally valued degrees. The loss of interview waivers, the ban on third-country applications and the new fee add costs and delays, but with early planning and budgeting, these hurdles are manageable. For many families, the academic ecosystem, extensive networks and long-term career benefits of a US education outweigh the administrative challenges.

How admissions counsellors and schools can guide students

Schools and counsellors now have a greater responsibility. Planning must begin early, whether preparing for tests, selecting courses or booking visa appointments, so backlogs and rule changes cause less disruption. Financial planning is equally critical, as higher UK proof of funds and new US fees make it essential to understand costs well in advance. Counsellors should also help students think long term, making strategic academic and career choices while exploring alternatives beyond the US and UK. With preparation and broad awareness, families can navigate uncertainty without losing sight of their goals.

Looking beyond the US and UK

These changes should not deter Indian families from considering the US or UK. Both remain prestigious destinations with world-class academic ecosystems. At the same time, I encourage families to keep alternatives in mind. Canada, Ireland, Australia and parts of Europe offer attractive post-study work options, while Singapore, Japan and the UAE are emerging as strong contenders closer to home.

In fact, at The Red Pen, pre-COVID, we saw families looking at an average of two destinations. This has now moved to 3.2. Keeping options open is a good idea.

Students can also explore new-age Indian universities such as Ashoka, Krea, Plaksha, FLAME and Jindal, which offer programmes on par with international standards. In addition, 12 global universities are opening campuses in India. While Deakin University, Wollongong University and the University of Southampton are already established, new entrants from 2026 include the Illinois Institute of Technology, University of Liverpool, Queen’s University Belfast, Coventry University, University of York, University of Western Australia, University of Aberdeen, Istituto Europeo di Design and Western Sydney University.

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While tighter visa rules demand careful planning, expert guidance ensures that international education remains firmly within reach.

This article is authored by- 

Namita Mehta- President and Partner, The Red Pen

Namita drives business growth and global partnerships at The Red Pen, representing the firm at international education forums and building key alliances, including a landmark collaboration with U.S. News & World Report. Recognised among BW Education’s 40 Under 40 and The PIE’s 50 Voices in Leadership, she has twice been shortlisted for the HerRising Awards. Namita has judged the PIE Education Awards, spoken at HSBC, Ashoka University, IC3 and Master’s Union, and contributed to leading publications such as Economic Times, Mint, Hindustan Times and The PIE News. She also serves on the advisory board of The Outreach Collective.

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Education

International Literacy Day 2025: Beyond Reading and Writing in the Digital Era

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On International Literacy Day 2025, understanding digital literacy, responsibility, and civic sense are vital. (AI generated representational image)

“Education is not only the birthright of every human being but also the weapon of social change.”

Dr B. R. Ambedkar’s words carry even more weight today as we celebrate International Literacy Day 2025. This year’s theme, “Promoting literacy in the digital era,” reminds us that literacy no longer begins and ends with pen and paper.

A Journey Worth Remembering

India’s literacy story is one of resilience. In 1951, only 16 out of every 100 Indians could read and write. By 2022, that number had climbed to 77.7 per cent. The Right to Education Act of 2009 opened the doors of schools to millions who might otherwise have been left behind. Yet numbers alone do not tell the full story. Getting children into classrooms was only the first battle. The bigger challenge lies in what and how they learn.

Literacy in the Age of Screens

In a world where screens dominate, literacy now means much more than decoding text. It is about being able to access, understand, evaluate, and create digital content in safe and responsible ways. A teenager scrolling endlessly on social media might look “digitally literate,” but true literacy asks whether that teenager can spot a fake news story, respond appropriately to cyberbullying, or understand that their digital footprint will outlive their mood.

The dangers are real. A BBC feature this year explained how adolescence itself makes young people more vulnerable to online manipulation because their brains are wired for risk-taking and peer approval. Platforms exploit these vulnerabilities with algorithms that feed them echo chambers of extreme views and endless scrolling loops. What looks like harmless entertainment often becomes a powerful shaper of values and identities.

At the same time, teenagers are seeking comfort in unexpected places. An ETV Bharat report revealed that many Indian students now turn to AI chatbots for emotional support. Experts worry that without proper guidance, children may start to trust technology more than people, with little understanding of how these systems work or what agendas they may carry. Digital literacy, therefore, is not simply about knowing how to use a device but about learning how to navigate relationships, trust, and choices in a digital-first world.

The Missing Lessons

Alongside digital literacy, we are also missing some of the most practical lessons of life. An India Today feature pointed out that while our students can solve complex equations, very few know how to calculate tax, understand savings, or even read the fine print of a bank loan. In an age of instant loans and digital payment apps, this lack of financial literacy is dangerous. Children should be learning how to protect themselves from online scams, how to recognise manipulative advertisements, and how to make decisions that safeguard their futures.

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The truth is, literacy today is incomplete without responsibility. Children may be skilled at clicking, posting, or streaming, but if they do not know what to believe, what to share, and what to ignore, they are vulnerable. Civic sense must become part of the digital literacy package. How we behave online is not separate from who we are as citizens. Words can wound, misinformation can destabilise, and silence in the face of bullying can be as harmful as participation.

For India to truly lead in the digital era, we must expand our vision of education. That means increasing education budgets, investing in teacher training, and ensuring that technology-enabled learning does not just deliver content but builds character. It also means recognising that the skills of tomorrow include empathy, resilience, financial wisdom, and civic responsibility.

Ambedkar reminded us that education is the most powerful weapon of social change. In 2025, that weapon is not only the ability to read books but the ability to read the world. Literacy is about survival, about belonging, and about preparing our children not just to live in the digital era but to shape it responsibly.

International Literacy Day should remind us that while we have come far since 1951, the journey is far from over. The future depends on whether we can teach the next generation not only to read and write, but also to choose wisely, live responsibly, and stand tall as citizens of a digital world.

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Edutainment

Weaving Social-Emotional Learning into the Curriculum

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Embedding SEL into lessons prepares students for life beyond exams. (This is an AI-generated image used for representational purposes)

When we think of school learning, the first things that come to mind are math equations, science experiments, history timelines, and grammar rules. But education isn’t only about academic skills—it’s also about preparing students for life. This is where Social-Emotional Learning (SEL) steps in, transforming classrooms into spaces that nurture not just minds, but hearts.

What is Social-Emotional Learning?

Social-Emotional Learning is the process through which students acquire and apply skills to:

  • Understand and manage emotions
  • Build healthy relationships
  • Show empathy for others
  • Make responsible decisions
  • Set and achieve positive goals

In simpler terms, SEL is about helping students become self-aware, emotionally intelligent, and socially responsible. 

Why Should SEL Be Part of the Curriculum?

For decades, education focused on the “3 Rs” – reading, writing, and arithmetic. Today, we know that EQ (Emotional Quotient) can be just as important as IQ. Studies show that integrating SEL into the curriculum leads to:

  • Improved academic performance
  • Reduced stress and anxiety
  • Fewer behavioural issues
  • Stronger peer relationships
  • Better conflict-resolution skills

A student who learns how to manage frustration or work well in a team is more likely to thrive both inside and outside the classroom.

How SEL Fits into Different Subjects

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  • Language and Literature – Discussing characters’ feelings in a story builds  empathy and perspective-taking.
  • Science – Group experiments encourage collaboration and respectful communication.
  • Mathematics – Problem-solving in pairs or teams fosters patience and perseverance.
  • Social Studies – Exploring diverse cultures promotes acceptance and respect.

Practical Ways to Embed SEL into Curriculum

  • Morning check-ins: A quick emotional “temperature check” helps teachers understand students’ moods.
  • Role-play activities: Encourage students to act out scenarios that require empathy or problem-solving.
  • Collaborative projects: Promote teamwork, negotiation, and leadership skills.
  • Mindfulness breaks: Simple breathing exercises can improve focus and emotional balance.

When SEL is woven into lesson plans, we move from an education system that simply imparts knowledge to one that shapes compassionate, resilient, and adaptable individuals. In a world that is constantly changing, these life skills are not optional—they are essential.

Final Sum-Up

Social-Emotional Learning doesn’t replace academic learning; it enriches it. By combining books with empathy, logic with kindness, and grades with grit, we can prepare students not just for exams, but for life.

This article is authored by- 

Ranjith P C, Head- Curriculum Excellence, TVS Education

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Education

Education with Purpose: Shaping Responsible Learners for a Better Tomorrow

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Education must go beyond grades. Shishir Jaipuria writes on skills, values, AI, NEP 2020, and teacher empowerment to shape responsible learners for tomorrow.

Education is the wellspring of civilization. It begets arts, culture, sciences, and polity to create a society oriented towards discovery and development. Through the ages, education has evolved to meet the needs of the times, and presently, it has reached an inflection point. The inexorable advancement of technology, abundance of information, pressing societal challenges and climate crisis have compelled educators to re-imagine education for the 21st century.

With the rapid prevalence of generative artificial intelligence, the question rightly being asked is: “What should we teach children when almost all answers can be readily had from AI?” The education of tomorrow would reward critical thinking over knowledge. That is what our focus and onus as educators should be. Children, being the digital natives, are more inclined to leverage the full potential of technology. It is up to us to help them realize and understand that AI should augment – not replace – HI (human intelligence). To think critically, to understand, to create and innovate should always be the preserve of humans. The ‘human-first, tech forward’ approach should become the cornerstone of education, going ahead. 

An equal focus has to be on building skills, values and attitudes to address the most pressing problems of the world today. The World Economic Forum’s Education 4.0 framework underscores the importance of nurturing global citizenship, environmental stewardship, growth mindset, adaptability, civic responsibility, socio-emotional awareness, empathy, and kindness. The challenge is to find ways to model these into learners’ personality, traits and behaviours. 

Re-designing curricula, taking learning beyond classrooms, and reforming assessments could be the answer. Marks and grades can only be one of the benchmarks of learning. Time has come for us to consider skill-based and value-based assessments to reflect a learner’s competence and character. Here, the National Education Policy 2020 – with its progressive vision – can be the guiding compass to steer us towards a more holistic and value-driven paradigm of learning.  Institutions should also harness technology to create personalized learning pathways to meet the unique needs of each student. 

None of this transformation would be possible without more empowered and enlightened teachers. Progressive institutions are already taking a lead in continuous professional development of their teachers and staff. On their part, teachers will have to be open to unlearn and relearn, upskill and reskill to stay abreast of the new pedagogies and technology. They should be adept in delivering personalized learning using data-driven insights and adapt to the new role of facilitators in an ecosystem where student agency is growing increasingly assertive. Schools must actively engage with parents and students to help them understand the need to look beyond grades. Parents must be informed of the changing jobs market and the importance of building durable skills. 

Reforms and initiatives are also required at the policy level to attract private capital into an education landscape where private schools are outnumbered by government schools but cater to about half of the total 24.8 crore school-going student population. The potential of public-private partnerships should also be explored to elevate the quality of education in government schools. Digital infrastructure across the nation has to be strengthened to make learning accessible to the last child in the remotest of places. Creation and dissemination of multi-lingual content will enhance inclusivity of learning in the new Bharat.   

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Today, the education fraternity, governments, and parents need to collaborate to facilitate this transition into Education 4.0. We need to re-envision education as a human development endeavor to create a sustainable future wherein prosperity goes hand-in-hand with people and the planet. Right intentions need to be followed with earnest action. The future will be India’s to claim. 

This article is authored by-

Shishir Jaipuria, Chairman, Seth Anandram Jaipuria Group of Educational Institutions

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Education

Empathy as a 21st-Century Competency: Developing Emotional Intelligence among Students

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Explore how schools can nurture empathy from early childhood to young adulthood.

Within the conversation of future-ready education, empathy has moved from being characterized as a “soft” individual characteristic to being identified as an essential social and cognitive ability. Frameworks such as the OECD Learning Compass 2030, UNESCO’s Global Citizenship Education, and the World Economic Forum’s Future of Jobs Report put empathy at the forefront of skills required to succeed in an uncertain, interdependent world. 

From Emotion to Competence

Empathy is confused with sympathy, yet they are essentially different. Empathy is an active, cognitive, and affective process, the capacity to grasp another’s emotional situation, comprehend it in context, and react creatively. Neuroscientific research, for example, by Decety and Jackson (2004), illustrates that empathy engages both the limbic system, which controls emotional resonance, and the prefrontal cortex, which controls perspective-taking and rational reaction. Briefly put, empathy does not just mean “feeling with someone”, it means thinking with feeling, where intellect and emotion unite to shape behaviour and decision-making.

Early Childhood (Ages 3–6) – Seeds of Empathy

At the age of three to six years, children in early childhood start showing the beginning signs of empathy by what is termed as “emotional contagion” by psychologists. They tend to cry when others cry or smile when others smile due to the observed emotional state. By the time they are four or five years old, according to research conducted by Zahn-Waxler et al. (1992), children start showing other-oriented concern like sharing, comforting, or embracing a fellow child who looks distressed. Empathy at this age is still primarily affect-based; children sympathize with others but possess little ability to grasp intricate frames of mind. Teachers can cultivate these early roots of empathy through narrative, role-playing, and guided social-emotional education that offer the vocabulary and structure to make sense of emotions.

Middle Childhood (Ages 7–12) – Perspective-Taking Develops

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By middle childhood, around ages seven to twelve, empathy is increasingly cognitively complex. They start to understand that people might think and feel differently from themselves, an ability outlined in Selman’s stages of perspective-taking. Peer relationships are increasingly important at this stage, and children increasingly become sensitive to fairness, belonging, and group membership. According to research by Eisenberg et al. (2010), this is a critical window for the instruction of moral reasoning in addition to empathy. Cooperative learning activities, peer mediation programs, and community service offer children meaningful opportunities for empathy extension from intimate friendships to include strangers and even members of out-groups.

Adolescence (Ages 13–18) – Abstract and Global Empathy

An important stage in the development of empathy is adolescence, which lasts from the ages of thirteen to eighteen. Adolescents gain the ability to relate to abstract ideas such as global emergencies, injustice, and inequality. According to Blakemore’s (2018) neuroimaging research, adolescent brain regions involved in identity formation and social cognition are more active. However, hormonal changes and heightened self-awareness are also hallmarks of adolescence, which makes young people more reflective. Schools can assist in this area by offering intentional opportunities for teenagers to develop empathy, such as discussion forums that foster critical thinking, service-learning initiatives that are linked to current events, and cross-cultural interactions that extend their horizons. Adolescents can use these activities to channel their growing empathy into constructive civic engagement.

Young Adulthood (18+) – Empathy as Leadership Skill

Empathy matures during late adolescence and young adulthood as a skill that is intricately linked with emotional control, leadership, and ethical choice. Now, it transcends interpersonal interaction to become the hallmark of effective leadership. More employers are realizing this; a 2022 LinkedIn survey indicated that 78 percent of employers view emotional intelligence as equally or even more important than technical skills. Universities and workplaces increasingly require such competencies, and schools can prepare young adults through leadership programs, mentorship positions, and reflective practices that instil empathy in civic and professional life.

Beyond Awareness to Application

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While awareness of empathy is valuable, its real utility comes from practice. Schools need to inculcate empathy not only in coursework but in lived experience. Narrative immersion in literature, film, and even virtual reality allows students to step into other people’s shoes. Structured ethical discussions in dialogic classrooms offer the space for respectful disagreement and deeper understanding. Cross-age mentorship, where older students mentor younger ones, develops a sense of responsibility while strengthening bonds across age. Service-learning, when paired with structured reflection, develops empathy into action. Even cutting-edge tools that offer emotional analytics while working in a team can assist students in self-evaluating and managing their emotions, turning empathy into a mindful and deliberate process instead of an automatic reaction.

The 21st-Century Payoff

The dividend of developing empathy in education is significant. In a world of artificial intelligence, empathy is one differentiator that makes us uniquely human. The World Economic Forum (2025) identifies emotional intelligence, empathy, and collaboration as among the future workforce’s top ten skills. Students who can read emotional team dynamics, negotiate across cultures, and build authentic relationships are not just more hireable but indeed invaluable in a fast-paced professional landscape.

Empathy is not a mushy virtue but a developmental skill that develops systematically throughout childhood and adolescence. Schools that deliberately foster it are not just creating smarter students; they are raising wiser, kinder citizens who can lead with compassion and resilience. Empathy is a moral and practical necessity for 21st-century education, the bridge that unites emotional intelligence and the needs of an interconnected world.

(This article is authored by Dr. Silpi Sahoo, Chairperson, SAI International Education Group)

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Education

Math Meets Machine: How AI Is Revolutionising Classroom Learning

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AI is redefining Maths as a subject in our classrooms (Image Source- Pexels/Google DeepMind)

In a world where algorithms power everything from our social media feeds to self-driving cars, it’s no surprise that Artificial Intelligence (AI) is transforming one of the oldest pillars of education—math learning in the classroom. Once confined to textbooks and chalkboards, math instruction is now getting a high-tech upgrade, ushering in a new era of personalised, engaging, and data-driven learning.

Cracking the Code: Why Math Needs a Makeover?

Let’s face the fact that many students see math as abstract, intimidating, or just plain boring. Traditional classroom approaches often take a one-size-fits-all route, leaving behind both the struggling learner and the gifted problem-solver. This is where AI steps in, not to replace the teacher, but to empower them with tools that adapt to each student’s pace, gaps, and style.

Enter AI: The Digital Math Mentor

Imagine a classroom where a student struggling with fractions gets instant, visual explanations tailored to their exact misunderstanding. At the same time, another who excels in geometry is offered advanced challenges to stretch their thinking. AI platforms are doing just that. They use real-time data to analyse student responses, detect patterns of error, and provide feedback that feels like one-on-one tutoring.

Far from replacing educators, AI acts as a powerful teaching assistant. Teachers can use AI dashboards to spot who needs extra help, where the class is lagging, or what concepts need reteaching without spending hours on manual assessments. This frees up more time for creativity, collaboration, and real-life math applications that bring numbers to life.

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AI also allows classrooms to become more inclusive and equitable. Language barriers? AI can offer multilingual support. Visual learners? Dynamic simulations and interactive tools adapt seamlessly. Students with special needs? Personalized pacing ensures no one falls through the cracks.

What’s Next? The Future of Math + AI

As AI grows more sophisticated, so does its potential in math classrooms. Think AI-generated practice problems based on local news, gamified learning paths that turn algebra into an adventure, or virtual tutors available 24/7 for homework help.

But with great power comes great responsibility. Educators, parents, and developers must ensure that AI tools remain ethical, transparent, and supportive, not controlling or biased.

Math education is no longer just about memorising formulas or solving problems on paper. In the AI-powered classroom, it’s about curiosity, connection, and confidence. With the right blend of technology and teaching, we’re not just raising better mathematicians but combining critical thinking with the subject for a world powered by data and driven by ideas.

This article is authored by- 

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Ranjith P C, Head Curriculum Excellence, TVS Education

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Education

Nirvaan Birla on Why Social Media Needs a Rethink in Today’s Classrooms

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Nirvaan Birla, Founder, Birla Open Minds urges a rethink on social media in classrooms

What happens when self-worth becomes a scrolling statistic? When confidence is measured in likes, validation is sought in comments, and a missed post feels like a missed opportunity, social media quietly becomes more than a platform; it becomes a mirror that distorts.

For the younger generation, the digital world isn’t an escape. It’s their reality. What once was a space for fun and connection now silently dictates their self-image, decisions, and even mental health. A carefully crafted caption, the right filter, or a viral reel can spark joy, but it can also fuel anxiety, insecurity, and constant comparison.

As engaging as social media is, it comes with an invisible cost. The pressure to be constantly available, consistently appealing, and endlessly relevant can take a toll. Many teenagers find themselves trapped in a loop of approval-seeking, often mistaking online popularity for personal worth.

Online peer pressure has evolved from being subtle to strategic. Likes are currency, stories are reputation, and every post is performance. Combine that with cyberbullying, misinformation, and the relentless pace of content, and you’ve got a digital space that’s as overwhelming as it is addictive.

Yet, knowing how to use social platforms doesn’t mean knowing how to handle them. Digital literacy has surged, but digital emotional intelligence still needs nurturing.

Recognising the urgency of this shift, Nirvaan Birla, Founder of Birla Open Minds, shared, “We see it every day. The impact social media is having on the younger generation’s mental and emotional wellbeing is significant. That is why at Birla Open Minds, we have initiated sessions like ‘Likes vs. Life’ across our schools. These sessions are designed to help learners reflect on their relationship with social media, how it affects their confidence, their focus, and their sense of self. Our larger vision is to shape not just academically strong individuals but also emotionally resilient ones who can navigate the digital world with awareness and responsibility.”

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The idea isn’t to villainize social media. It’s to humanize its users. What the younger generation needs most isn’t just digital access, but digital awareness. The ability to pause. To question. To ask: Is this who I really am, or just who I’m trying to be online. Because beyond the reels, hashtags, and likes lies something far more important: life. And that should never be lived for an algorithm.

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Education

Teaching Privilege: Why It Belongs in Every Classroom

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Why students must learn to recognise privilege in school—and how that awareness can build empathy, not guilt. (Representational AI Image)

Here’s the thing about privilege: most of us don’t even realise how it shapes our choices, our comfort zones and the opportunities we chase

I’ve been thinking about this for a while now, but it hit me harder during a recent conversation with a college student. One of the factors they had in mind while choosing their higher education institution was that most of the students there came from similar economic backgrounds. They felt uneasy at the thought of being in a space where others might be less privileged than them. And just like that, it became clear: even the discomfort of being around inequality is, in itself, a kind of privilege.

Here’s the thing: privilege wears many faces. Money, yes. But also caste. Gender. Language. Skin tone. Disability. Geography. And then there’s what Gen Z calls “pretty privilege”—the unspoken perks of fitting society’s standards of attractiveness. These aren’t abstract ideas. They play out every day—in who gets picked, who gets heard, who gets help without asking.

This isn’t about guilt. Guilt gets us nowhere. Awareness, though? That’s powerful. Students should be taught to recognise the invisible lifts they get. It’s not just that some kids have better shoes—it’s that they’ve never had to worry about having shoes. It’s not just about who studies in English-medium schools—it’s about who gets praised for speaking English at all.

Privilege doesn’t cancel out hard work. It explains the head start. And when students understand that, they become better humans. They stop seeing success as a solo act and start acknowledging the small privileges they enjoy. These can be supportive families, access to tutors, clean water, a safe route to school. Things so normal for some, they fade into the background. Afterall, acknowledgment is the first step to building empathy.

So where do schools come in? Right at the heart of it. Not with token assemblies or once-a-year poster competitions, but with consistent conversations. Through stories, books, theatre, debates—whatever gets them to look up from their own experience and into someone else’s. Not to feel bad, but to build perspective. And maybe, just maybe, to use their privilege to lift someone else.

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This isn’t about shaming anyone or turning life into a comparison game. It’s about empathy and responsibility. When students know they benefit from privilege, they can harness it to help others. They can mentor younger kids, fundraise for resources, or simply speak up when they see inequality in the classroom.

This isn’t a curriculum change. It’s a mindset shift. It’s the difference between raising achievers and raising citizens. If we teach kids to see both their own comfort and the struggles of others, we’ll nurture a generation that doesn’t just accept their advantages but shares them too.

If we want an education system that prepares students for the real world, then recognising privilege isn’t a side-topic. It’s foundational.

(This article is authored by Dhruv Chhabra, Lead-Content and Design at ScooNews and reflects the author’s personal beliefs and lived observations as an education journalist and storyteller. It is written with the hope that classrooms can become kinder, more aware spaces.)
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Education

When AI Reaches the Top of Bloom’s—and Our Students Are Left Behind

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In a world where AI can mimic art, our children must master the art of being human (Representational AI Image)

We often talk about how AI is transforming education, but are we talking enough about what it’s quietly taking away?

CREATIVITY

As Sir Ken Robinson often reminded us,“Creativity is as important as literacy.”

And yet, in a system so focused on marks, rubrics, and outcomes,creativity is often the first thing we sacrifice.

Bloom’s Taxonomy places Creating right at the top,but in many classrooms today, it feels like AI has reached that level faster than our students have.While children are still figuring out sentence structure and grammar, AI is already generating poems, paintings, and polished presentations with a single click.

Which brings us to a deeply uncomfortable question:

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What happens when AI starts to “create”?
And more importantly—what happens when our students stop?

Today’s AI isn’t truly creative.It mimics. It reuses. It draws from patterns and reproduces what’s already been done.And if we don’t pause now to protect what’s uniquely human,we risk raising a generation of students who know how to use tools,but don’t know how to think.

Everything’s Starting to Look the Same

I’ve seen it. You’ve probably seen it too.

Creative writing tasks that sound strangely uniform.Artwork that feels formulaic.Presentations that are polished, yes, but empty.AI has democratised access to intelligence,but in doing so, it has started to flatten creativity.We’re now at a point where students are outsourcing not just answers,but imagination.

But true creativity cannot be prompted.It’s messy. It’s emotional. It’s born out of thinking, feeling, failing, and trying again. It lives in how we interpret the world. In how we care. In how we connect.

How Can We Bring Creativity Back?

We need to bring back the building blocks of creativity.

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READ
Let students read more deeply,not just skim or summarise.Let them feel what’s in the pages, get lost in ideas, debate their favourite character in a book or movie, and form their own emotional connections.

EXPERIENTIAL LEARNING
Let’s re-focus on learning through doing,projects, fieldwork, play, nature, making mistakes, working with hands, collaborating, and reflecting.It’s in these non-linear, real-world experiences that creativity quietly blooms.

FINDING THE PURPOSE
We need to pause and ask: What is this child truly passionate about?
It could be animals, gardening, football, art—anything that sparks joy and curiosity.
Once we discover that passion, we can connect learning to it.
Let’s not just ask what they’re reading, but why they’re reading it.
What inspires them? How can that interest help them solve real-world problems?
That’s when learning becomes meaningful,and creativity starts to flow with purpose.

Because by the time they grow up,the world won’t just need people who can use AI – It will need people who can imagine what AI cannot.

(more…)

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