Education
Education for life: Are you getting it?
MARIE D’SOUZA invited students to debate whether school education is really preparing them for life
Published
6 years agoon

From the outside, it might seem like the education system is doing a fine job but what do those within that very system feel? Is our education really helping students get to the point where they can learn on their own, as renowned philosopher Noam Chomsky put it? Besides teaching the basics, is it helping create the curiosity and the confidence to help a young person grow to – and beyond – his full potential? Is it preparing children for life?
ScooNews asked the students of G D Goenka World School, Gurugram, to ponder these questions. They responded enthusiastically about the subjects they find particularly useful and interesting at school, and also topics that are unnecessary in their opinion. More hearteningly, they opened up about the skills that schools should help develop for life beyond school, and how schools could go about doing it. Weighty topics, yes, but our future adults of a new world proved more than worthy of the challenge…
Daily tasks & survival
“School is a pathway for education, one of life's essentials and a school may be the most important part of a student's life. School is the one place where students learn to express themselves and their concerns. It is a platform that helps in making an individual the person he is. We as students think of school as a way of life, something important and necessary, something that is there to always teach and guide us.
In my opinion, one of the most useful subjects in school is science. The sciences are very important as they challenge us to question the way of the world, why is the Earth round? Why do we eat food? Why do we sleep? Why is water colourless? Why does it rain? They provide the logic behind the many things in the world.
Subjects like English and foreign languages increase our communication skills which is necessary in this fast-moving modern world which also requires skills like technology.
As a student, everyone thinks that there are a few things which are just not important. I think that is no such thing as an unnecessary topic or subject. Education and learning have no limit. All subjects are somewhat important in various aspects of life. Everything is taught for a reason. All subjects provide individual skill sets that we acquire in order to excel during different times in our lives.
Even though we learn a lot, there are still some skills that are needed by every individual, which are not taught in school. I feel that schools should teach us about daily tasks like household duties including cooking and cleaning, as these are important aspects of everyone's lives and teach us not to be dependent on others. We should be taught how to survive in the worst of the times and how to make the best of what we have. Overall, we should be taught patience and acceptance.
Life beyond school can be tough and challenging. Not everything is given just like that. We must fight and survive. We must be strong, not only physically but mentally as well. We should be able to communicate and stand up for what we believe in. We have to be quick thinkers and problem solvers in this contemporary and experienced world.
Ideally, students should be able to learn how to become independent individuals who are intellectual and have all the skills needed to live life to its absolute best and schools should teach us just the skills needed.”
Atufa Shabnum
Class 10
Need for life skills
“I particularly find Business and Economics useful as I wish to pursue a career in this field in the future. They help me understand the entrepreneurial world in depth, and I get a better understanding of what I enjoy doing and if I am suitable for this career. I find various topics in maths unnecessary as I don’t think I will ever have to use them in the real world. For example- Calculus.
I feel that schools should teach student life skills so that a student isn’t lost when he or she graduates from school and steps out in the real world. Life skills include abilities that’ll help us deal with the basic challenges of life in an efficient way. These include communication, as many students are shy and need to be motivated, making connections so that students aren’t lost because they won’t find the same environment to make friends like they do in school. We need to be taught how to be open minded and less judgemental because most of us are planning to go abroad for further studies, and we will come across people from various backgrounds. Various other life skills like self-control, focus and taking on challenges need to be taught as without taking risk nobody can move forward towards better change.
These skills can be taught to us by workshops, interactive sessions and a friendly relationship between teachers and students. That is vital in the motivation and growth of students as our teachers are our mentors and with a strong bond student will feel more comfortable and learn many different life skills our teachers already equip.”
Shreya Aggarwal
Class 12
Mandatory health management
“The literary analysis that English A Language & Literature students do in their course work helps build a meticulous understanding of the academic and non-academic material they read. IAs and EEs are miniature models that assist students in learning what research papers – a major part of higher studies would be like.
Speaking of unnecessary topics, letter writing doesn’t seem to be the most appropriate form of communication taught to students in the middle school. They must be taught email writing in today's technologically advancing world.
Mandatory classes on health management – outlining the importance of exercise, healthy diet and lifestyle, and environment sustainability – outlining the importance and ways of conserving our environment to have a flourishing eco-system, should be a part of the curriculum.
Stress management is one skill necessary for life beyond school as students may have to deal with larger amount of stress in life apart from the IB course work. Students should be taught about the best way they can regard people around them – be it a student-teacher, student-staff, student-parent or a peer relationship.
Students will best learn and adopt to these skills when taught with unconventional methods. A class having ‘discussion’ as the only mode of teaching with no examinations would keep students stress-free to concentrate better and will remain engaged in the best way.”
Vaibhav Sharma
Class 12
How to ‘adult’
“Whether or not schools prepare us, students, for the real world, is a long and hard debated topic and while both sides have valid points and this question also greatly depends on the board of school, here’s the perspective of a student:
School not only introduces to us academic learning but also encourages socialising and sports as well as activities that could turn into career pursuits. The one ‘activity’ that turned into academic learning and is now my main career option is visual arts. Visual arts gave me the capacity to express myself freely and became a method of communication minus any constraints. However, not every student is as fortunate as to pursue what they enjoy, being tied down by the monotonous – “But sports and arts is just a phase right? Don’t worry you’ll soon realise things about pursuing academics” and are stripped of their voices. And although you have subjects that allow you to communicate, calculate and introductions to business, science and the environment, the one thing I never learnt at school is what being independent and alone in foreign instances is like. Without a guardian to cook for you or maintain a budget, I’m afraid of reality, of having to go through it all alone. That is a skill I want to be taught at, at school. Not many schools include home sciences in their learning streams and even under home sciences, there is only so much we learn. In my opinion, school exposes us to a lot of aspects of life but the one aspect I’d love to be more prepared for is ‘how to adult’.”
Robotics & design technology
“I personally believe that biology, physics, computer science and mathematics are the most useful subjects in school as there are many upcoming career options related to these subjects. I find several topics related to Economics and English unnecessary as I don't plan to pursue them in the future. Topics which can catch a student's interest such as robotics and design and technology should be taught at school. Leadership, teamwork and communication skills should be developed in schools of today. These skills should be taught through practical sessions and experiences.”
Sumer Kaistha
Class 10
Science & washing dishes
“I like and am fascinated by sciences the most because they teach us a logic behind everything and tell us that there is an answer or a solution for everything. Like do you know why does the liquid inside the thermometer go up? Is it anti-gravity or magic? Well no its simply because the mercury inside the thermometer expands to the heat and hence rises. Now I know why it's more cool inland in the day near the coast and the opposite in the night, because of conventional current of air. When I learn such things, I am in awe of the science behind such small things. I don't feel any subject is unnecessary because they have been chosen by wise adults to teach some basic life skills and I respect that. I think some household chores should be taught as an activity in our schools like washing dishes or sweeping because these are the basic life skills that we need to survive and to be independent. I believe thinking out of the box should be taught or encouraged the most because that's what makes all of us unique and special. Thinking out of the box is not a lesson to be taught, it is an activity to be done to embrace our mind's intellect.”
S. L. Aditya
Class 10
Problem-solving & leadership skills
“In my opinion, only partially because schools promote competitions, there is no actual team effort because scores are a matter of pride for the students, without actually learning anything useful. Moreover, team building happens just as an exercise and not as a practice. I feel the simplest of tasks, should be given more importance. The subject that I find most useful is Global Perspectives. It gives you an insight as to what is happening in the real world, making you consider local, national and global impacts. Furthermore, it makes you realise the importance of an open-minded view. Knowledge in all facets is important, therefore I don't find any subject or topic irrelevant. The topics that should ideally be taught at school are life skills and self-help. The skills that we should be taught for life beyond school are problem-solving which could be taught by theatre acts, effective communication, probably could be taught by adventure sports, where you need to learn to work as a team. Leadership skills could be taught by making sure that each and every student is given leadership positions. Etiquette can be taught by organising a social gathering, where everybody has a role to play. Crisis management can be conducted by having drills for natural calamities and teaching basic life skills by presenting the students with hypothetical problems, so they can try and find solutions to it with the help of guides or teachers. All of these skills I feel equip the students with the knowledge and skills that they need, to be empowered individuals and responsible citizens.”
Nidhi K. R
Class 10
Communication, confidence, creativity
“In the modern world today, education plays a vital role in the society. Personally, I feel subjects such as global perspective and psychology are interesting and useful at the same time. Global perspective as a subject gives students the ability to be able to empathize with others, value diverse perspectives and cultures, understand how events around the world are interconnected, and solve problems that transcend borders. I personally enjoy lessons where speakers from different walks of life are called to interact with us and talk about their journey and experiences. In a time where there are endless number of careers that you can choose I don’t think there is any subject or topic that is unnecessary. I think the most important skill that should be taught to students in a classroom is to be fearless while speaking what they feel and to be able to accept others’ perspectives that may be different from their own. Young people need to understand how to communicate, compromise and share credit so that they can be a valuable and contributing member to projects. This can be taught in school by encouraging teamwork on some projects and assignments. Thinking out of the box is a skill that is not at all easy to develop. If the school would teach us this vital life skill, it would indeed help us to come up with new and improved ways to deal with problems and situations. There should also be some stress put on things like good manners, so that the we can grow up to become responsible and level-headed adults. James Truslow Adams once said – “There are obviously two kinds of educations. One should teach us how to make a living and the other how to live.”
Saloni Mohan
Class 10
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Trump Signs Executive Order to Promote AI Integration in U.S. K-12 Education
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In a significant development aimed at reshaping the educational landscape in the United States, President Donald Trump has signed a new executive order to promote artificial intelligence (AI) integration in K–12 schools. The order, signed on April 23, mandates several federal agencies to prioritise AI education and training as part of the national push to prepare a future-ready workforce.
The directive instructs the U.S. Departments of Education and Labor to expand AI learning opportunities for high school students, introduce certification programmes, and work closely with states to implement AI-focused curricula. As part of this move, the Education Department has been directed to prioritise AI in discretionary grant programmes for teacher training, while the National Science Foundation will step up research on AI in education.
This executive order also establishes a White House Task Force on AI Education. Chaired by Michael Kratsios, head of the Office of Science and Technology Policy, the task force will spearhead a “Presidential AI Challenge” and foster public-private partnerships to strengthen AI infrastructure in American classrooms.
The move highlights a bipartisan recognition of the urgent need to develop AI literacy among students, especially in the face of rising global competition from countries like China. However, opinions differ on how deeply the federal government should be involved in regulating and rolling out AI in educational settings.
While some argue that AI can transform learning through customised and interactive methods, others caution that its use must be carefully aligned with existing labour and antidiscrimination laws.
For India and other global education systems, the move presents an opportunity to observe how large-scale AI integration plays out across one of the world’s most influential education ecosystems. It underscores a shared urgency among nations to prepare learners for an AI-driven future—while also navigating the complex social, ethical, and institutional implications.
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Maharashtra to Regulate Pre-Primary Education with New Law Aligned to NEP 2020
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The Maharashtra government has announced that all private kindergartens and anganwadis in the state will soon come under a formal regulatory framework. This development aligns with the National Education Policy (NEP) 2020, which recommends bringing children aged three to six into the formal education system.
School Education Minister Dada Bhuse confirmed that a new legislation is currently being drafted and will soon be tabled in the state assembly. “We are working on a comprehensive law to mainstream pre-primary education. The draft has been sent to the law and judiciary department for review,” said Bhuse on Wednesday.
Until now, formal schooling in India officially began at age six. However, NEP 2020 proposes an expanded foundational stage covering ages 3 to 8. To facilitate this transition, the state has introduced two digital platforms—the Maha School GIS Mobile App and the Pre-School Registration Portal—launched virtually by Chief Minister Devendra Fadnavis.
These platforms aim to create a unified data repository of all pre-primary institutions, including anganwadis and privately-run kindergartens, offering early childhood care and education (ECCE). The move will help in mapping facilities, teacher qualifications, student enrolment, and overall infrastructure. The registration process can be accessed through the ECCE tab on the official website: education.maharashtra.gov.in.
Why This Registration Drive Matters:
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Centralised data for policy planning and resource allocation.
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Transparency for parents seeking quality ECCE centres.
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Improved monitoring of facilities and staff qualifications.
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Accurate workforce estimation in the pre-primary education sector.
As India moves forward with implementing NEP 2020, Maharashtra’s decision could become a model for other states. By formalising pre-primary education, the government aims to ensure equal access, quality control, and early learning preparedness.
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Harvard University Sues Trump Administration Over $2.2 Billion Funding Freeze
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In a bold move to defend their academic freedom, Harvard University has filed a lawsuit against the Trump administration, challenging the federal government’s freeze on over $2.2 billion (approx. ₹18,350 crore) in grants. The funding block was enacted after Harvard refused to comply with sweeping demands that included curbing student activism, overhauling leadership, and auditing campus views on diversity and inclusion.
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In its filing, the university stated, “The Government has not — and cannot — identify any rational connection between antisemitism concerns and the medical, scientific, technological, and other research it has frozen.” The administration’s actions, Harvard added, threaten not just its own academic integrity but the autonomy of American universities as a whole.
The standoff began after the Trump administration issued a letter on April 11, 2025, demanding that Harvard implement stricter disciplinary measures on campus protesters, reform its admissions process, revoke recognition of certain student clubs, and audit faculty and students for political diversity. It also urged the university to screen international students for “hostility to American values.”
Harvard President Alan Garber responded firmly, refusing to compromise on the institution’s independence. “We stand for the truth that universities can fulfill their essential role in society without improper government intrusion,” he stated in a message to the Harvard community.
Following Harvard’s public defiance, the administration quickly enacted the funding freeze. Trump himself took to his Truth Social platform to question whether the university should lose its tax-exempt status, accusing it of promoting “political, ideological, and terrorist-inspired” views.
Support for Harvard’s legal action has come from several quarters. The American Council on Education, which represents over 1,600 higher education institutions, commended the lawsuit, calling it a necessary defence of scholarship and scientific research. “We applaud Harvard for taking this step and look forward to a clear and unambiguous statement by the court rebuking efforts to undermine academic integrity,” said council president Ted Mitchell.
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As the case unfolds, educators and students around the world will be watching closely. In a time when the autonomy of educational institutions is increasingly under scrutiny, Harvard’s lawsuit could become a defining moment in the global conversation on academic freedom.
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Education
Education Alone Won’t Feed Minds: Why Teachers Must Be Trained in Nutrition Too
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“You cannot teach a hungry child,” said Donald Bundy, one of the world’s foremost school nutrition experts. Yet the gap between education and nutrition literacy is wider than we’d like to admit.
According to the 2025 Global Education Monitoring Report, only 60% of countries have any form of teacher training on nutrition within their national policies. And when it comes to actual implementation? That number drops even further in low-income regions. This silent gap in our education system is not just about school meals—it’s about a missing pedagogy that influences how students think, behave, and learn.
Why Teacher Training in Nutrition Matters
We often discuss nutrition as a public health issue. But nutrition is equally an educational concern—and teachers are at its frontline. Unfortunately, as the report points out, only 27% of global school meal programmes employ trained nutritionists to support meal design or delivery. In such scenarios, teachers unknowingly become the default guides on what’s “healthy”—without any professional preparation.
This is problematic on two fronts. First, without foundational training, teachers may unintentionally reinforce poor food habits or remain unequipped to link nutrition with classroom performance. Second, their lack of training undermines the full impact of initiatives like PM POSHAN (India’s flagship school meal scheme) or garden-based learning efforts.
As the GEM report underscores, “Learning about nutrition requires intentional integration of school meal delivery with nutrition education, careful assessment of nutritional intakes, and monitoring and research around shaping healthy eating habits.”
The Global Picture: Policy, But No Practice
In a policy mapping across 68 countries, nutrition education was often included in school curricula, but teacher training remained sporadic and weak. High-income countries reported only 58% coverage, and low-income countries—despite facing the brunt of malnutrition—had to depend on NGOs, development partners, or overburdened community workers to plug the gap.
Even where policies exist, operational challenges persist. For example, in India, while most rural schools under PM POSHAN serve mid-day meals, only 18% of schools reported daily on meal access due to low engagement with real-time tracking systems (Kapur et al., 2023). With such inconsistent reporting, training teachers to monitor, educate, and flag issues becomes all the more critical.
From Curriculum to Cafeteria: The Case for ‘Nutrition Pedagogy’
The report introduces a powerful idea: that food literacy must be embedded in formal, informal, and non-formal learning. This includes not only textbook-based curriculum but also experiential learning—like cooking classes, food label literacy, or classroom discussions around body image and media portrayal.
Yet, without empowered educators, these remain half-baked concepts.
Take this line from the report:
“Nutrition education has become a cornerstone of school health initiatives worldwide, designed to instil habits that endure for life.”
That longevity depends on consistent adult role models—especially teachers—who understand both the science of food and the psychology of student behaviour. It’s not just about knowing what to teach but how to teach it sensitively, especially during adolescence when issues like body image, peer pressure, and social media influence food choices deeply.
A Missed Opportunity in Pre-Service Education
In a rather concerning statistic, the report reveals that in 2022, only 14% of countries adequately covered the topic of infant and child nutrition in the pre-service curriculum for doctors, nurses, and midwives. If this is the case for healthcare professionals, it raises an important question—how many B.Ed or teacher training colleges meaningfully cover food, nutrition, and health in their pedagogy courses?
This is where reform is urgently needed. Nutrition training must be embedded into teacher education institutions, not offered as an afterthought in in-service workshops.
What Needs to Change?
The report outlines three major shifts that could address this blind spot:
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Develop a structured nutrition module for pre-service teacher education.
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Integrate nutrition literacy into school improvement plans and co-curricular activities.
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Collaborate across departments—from health to agriculture—to support interdisciplinary teacher training.
Some countries are showing the way. Finland’s food education programme, for instance, includes school meals, nutrition classes, and teacher-led discussions on sustainability, right from primary to vocational levels. It’s time more countries, especially India, followed suit—not just in policy, but in practice.
The Bottom Line
To feed a child is to free their mind. But in schools today, we are expecting teachers to do this job without giving them the training they need. It’s akin to asking someone to teach coding without a computer.
As we march toward the goals of NEP 2020 and SDG 4, we must recognise that education and nutrition are not parallel pursuits—they are intertwined pathways. And it begins not in the cafeteria, but in the staffroom.
Education
CBSE Introduces Mandatory Bridge Course for Classes 6 to 12 in Chhattisgarh Under NEP 2020
Published
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In line with the implementation of the National Education Policy (NEP) 2020, a significant curriculum reform has been rolled out in Chhattisgarh, where CBSE and NCERT have introduced a mandatory bridge course for students from Classes 6 to 12, starting from the academic session 2025–26.
This strategic change aims to strengthen conceptual understanding, sharpen skills, and enhance subject connectivity for students transitioning between academic years. The bridge course is designed as a foundational segment to reinforce key learnings from the previous class, enabling smoother adaptation to new academic content—especially in subjects like Mathematics, Science, Social Science, and Languages.
What is a Bridge Course?
A bridge course is essentially a learning support module that helps students revise and reinforce previous class concepts before delving into the new syllabus. By bridging the learning gap, it prepares students mentally and academically for the demands of their new grade. The initiative is particularly aimed at strengthening continuity in learning and reducing academic stress.
Teacher Training and Implementation
To ensure effective integration, teachers in CBSE-affiliated schools across Chhattisgarh are undergoing dedicated training in both online and offline formats. The training focuses on how to incorporate the bridge course within the regular curriculum and adapt pedagogy to meet individual learner needs.
Changes in NCERT Textbooks
Alongside the bridge course implementation, NCERT has revised textbooks for Classes 3 and 6. The new editions lay emphasis on activity-based learning, life skills development, and project work. In particular, the Class 6 Science and Social Science books feature innovative activities and experiential modules aimed at enhancing student engagement and practical understanding.
With this move, CBSE and NCERT aim to create a more inclusive and progressive academic structure, staying true to NEP 2020’s vision of competency-based learning and reduced content load. As this model takes shape in Chhattisgarh, it could serve as a blueprint for nationwide adoption in the coming years.
Education
CBSE Mandates 50-Hour Annual Training for Teachers, Declares STEM as 2025 Theme
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In a significant move towards enhancing teacher capacity in alignment with the National Education Policy (NEP) 2020, the Central Board of Secondary Education (CBSE) has issued fresh guidelines mandating 50 hours of annual training for all educators in its affiliated schools. The 2025 annual training theme has been declared as STEM Education, reflecting India’s push towards innovation-driven learning.
According to CBSE notifications TRG-2/2025 and TRG-3/2025, 25 hours of training must be delivered by CBSE or a recognised government training body, while the remaining 25 hours can be conducted in-house or at the school complex level. This framework has been structured in line with the National Professional Standards for Teachers (NPST) and aims to ensure continuous professional development and improved student learning outcomes.
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Core Values and Ethics – 12 hours
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Knowledge and Practice – 24 hours
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Professional Growth and Development – 14 hours
CBSE has also clarified that academic responsibilities such as assessment duties for board exams, practical examiner roles, content creation, curriculum review, and participation in CBSE-led conferences will be recognised as valid CPD hours.
The board has instructed schools to organise District Level Deliberations (DLDs) focused on STEM pedagogy. These sessions are designed to encourage peer discussions, sharing of best practices, and localisation of innovative teaching strategies.
Heads of institutions have been called upon to act as leaders of change, ensuring the effective implementation of this framework within their schools and nurturing a culture of continuous learning.
With this move, CBSE reaffirms its commitment to building a future-ready teaching workforce, equipped to deliver education that is both engaging and globally relevant.
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China Embarks on Ambitious AI-Driven Education Reform to Build a ‘Strong Education Nation’ by 2035
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China has unveiled a comprehensive education reform strategy aiming to integrate artificial intelligence (AI) across all levels of its education system. This initiative is a cornerstone of the nation’s broader “Strong Education Nation” plan, targeting significant advancements in educational quality and innovation by 2035.
The Ministry of Education announced plans to embed AI applications into teaching methodologies, textbooks, and curricula spanning primary, secondary, and higher education. This move is designed to cultivate essential skills such as independent thinking, problem-solving, communication, and collaboration among students and educators. By fostering these competencies, China aims to enhance the core competitiveness of its innovative talent pool (Reuters).
This AI integration aligns with China’s broader educational blueprint, jointly issued by the Communist Party of China Central Committee and the State Council. The plan outlines a two-phased objective: establishing a high-quality educational system by 2027 and achieving global leadership in education by 2035. Key goals include expanding free education, increasing enrollment in high-quality undergraduate and postgraduate programs, and addressing regional disparities in educational access.
To support this vision, Chinese universities are expanding AI-related courses and enrollment. Institutions like Peking University and Shanghai Jiao Tong University have announced plans to increase undergraduate spots in fields such as information science, engineering, and AI. This expansion is closely linked to the national strategy of developing a robust digital-era talent pool (Reuters Education Expansion).
Moreover, the Ministry of Education has mandated that primary and secondary schools intensify their science education to drive scientific and technological innovation. Schools are required to implement comprehensive science curricula, enhance teaching capabilities, and integrate science education resources effectively.
China’s commitment to integrating AI into education reflects its broader ambition to become a global leader in technological innovation and education. By embedding AI into the fabric of its educational system, China aims to prepare its citizens for the challenges and opportunities of the digital age.
Education
Delhi Government Cracks Down on Dummy Schooling; Over 600 Schools Inspected, 10 Issued Notices
Published
1 week agoon
April 17, 2025
In a sweeping inspection drive aimed at curbing malpractice in private educational institutions, the Delhi Government has inspected over 600 schools across the national capital, issuing show-cause notices to more than 10 schools and initiating the process of derecognition in serious cases. The crackdown follows mounting complaints from parents about arbitrary fee hikes, dummy admissions, and neglect of Economically Weaker Section (EWS) students.
The Directorate of Education (DoE) formed district-level committees—headed by Sub-Divisional Magistrates (SDMs) and comprising deputy directors of education, accounts officers, and principals of government schools—to investigate complaints on a priority basis. These inspections are being closely monitored, with more schools likely to be reviewed in the coming days.
The inspection drive also revealed that 20 schools were allegedly engaging in dummy admissions—a practice where students are enrolled only on paper while attending private coaching institutes instead of regular classes. In such cases, the government has invoked provisions under the Delhi School Education Act and Rules (DSEAR), 1973, and has begun derecognition procedures.
Chief Minister Rekha Gupta, responding to concerns raised during a Jan Samvaad public hearing, stated, “It is completely unacceptable for any school to mentally harass parents or students, threaten expulsion, or raise fees without due process.” She reaffirmed the government’s commitment to transparency, accountability, and ensuring access to quality education for every child.
The DoE confirmed that some schools have also failed to submit mandatory financial disclosures and fee statements as per Section 17(3) and Section 180(3) of DSEAR, which will invite legal action. Schools violating EWS guidelines—such as failing to provide free textbooks, uniforms, and writing materials under Rule 8 of the Delhi RTE Rules—are also under scrutiny.
The crackdown also comes after Queen Mary School in Model Town was accused of fee-related misconduct and expulsion threats. The Chief Minister had instructed the education department to take immediate action against such institutions, promising a “zero-tolerance” approach.
Delhi’s education authorities have reiterated that private schools must adhere strictly to rules governing fee regulation, student welfare, and inclusive access. Institutions found guilty of flouting these norms will face stringent penalties, including derecognition and possible takeover of management.
Education
Delhi CM Rekha Gupta Warns Private Schools Against Arbitrary Fee Hikes and Student Harassment
Published
1 week agoon
April 16, 2025
Amid growing parental concerns about rising school fees and student expulsions, Delhi Chief Minister Rekha Gupta has issued a stern warning to private schools across the capital. Emphasising a “zero tolerance” approach, the CM stated that any institution found violating rules—whether by imposing arbitrary fee hikes or harassing students and parents—will face strict action.
Addressing media following a public dialogue programme on Tuesday, Gupta shared that her office had received multiple complaints from concerned parents alleging wrongful fee practices and threats of expulsion. One such case involved Queen Mary School in Model Town, where families accused the school of unjust fee collection and punitive action against students.
“No school has the authority to harass parents or children, threaten expulsion, or hike fees arbitrarily,” said Gupta in a statement to ANI. “There are rules and laws in place. Compliance is not optional—it’s mandatory.”
The Chief Minister confirmed that notices have already been issued to several schools named in formal complaints. She further stated that relevant officials have been directed to conduct immediate investigations and take necessary legal and disciplinary action.
Taking to X (formerly Twitter), Gupta reiterated the Delhi Government’s stand on education, writing,
“The Delhi Government is fully committed to transparency, equal opportunity, and the protection of children’s rights in education. A zero-tolerance policy has been adopted towards any kind of injustice, exploitation, or irregularity—no laxity will be tolerated in this. Our resolve is clear—every child should have access to justice, respect, and quality education.”
VIDEO | Delhi CM Rekha Gupta (@gupta_rekha) on the issue of fee hike by some private schools, says, “Parents have been meeting me with their grievances… that is for sure… no school has any right to harass parents and children. They have no right to threaten children and hike… pic.twitter.com/QqGTYHrf7r
— Press Trust of India (@PTI_News) April 15, 2025
The Chief Minister’s response signals a growing shift toward regulatory vigilance in private education, especially around affordability and student welfare. As rising school fees become a point of national concern, particularly after a recent survey reported a 50–80% hike across schools in three years, Delhi’s move to crack down on irregularities could serve as a template for other states to follow.
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MAHAJYOTI’s Book Distribution Scheme to Empower 7,000 OBC Students Preparing for JEE/NEET & MHT-CET
Published
1 week agoon
April 16, 2025
15 April 2025: In a step to move towards equitable education, the Mahatma Jyotiba Phule Research & Training Institute (MAHAJYOTI), an autonomous body under the Government of Maharashtra, is set to distribute free study materials to over 7,000 students from Other Backward Classes (OBC) under its Pustak Sanch Watap Yojana. The initiative aims to aid students in preparing for competitive exams such as JEE, NEET, and MHT-CET.
Beneficiaries—spread across all 36 districts of Maharashtra—have registered under MAHAJYOTI’s training programmes and will receive comprehensive preparation books for their respective entrance examinations. The Jalgaon region saw the highest number of registrations, followed by Amravati, Dhule, Buldhana, and Ahmednagar.
This large-scale effort underscores MAHAJYOTI’s ongoing mission to empower students from OBC, Deprived Castes-Nomadic Tribes, and Special Backward Classes by ensuring they are not left behind in the pursuit of higher education due to economic constraints.
Voices from the Government and Ground
Honourable Minister Atul Save, from the Other Backward and Bahujan Welfare Department, commended the scale of the scheme, stating,
“It is inspiring to witness the tremendous response from students. Our commitment to providing such opportunities for OBC students remains steadfast. We strongly encourage them to leverage these important government initiatives designed for their progress.”
Echoing his sentiments, Shri Prashant Wawge, Managing Director of MAHAJYOTI, remarked,
“This overwhelming response reinforces our mission. We urge every eligible OBC student to take full advantage of this scheme. We wish these bright young minds success in their entrance examinations.”
Changing Lives One Book at a Time
Families of beneficiaries have also expressed heartfelt gratitude. Kiran Nimje, mother of Aaryan from Nagpur, shared,
“Purchasing expensive JEE books was beyond our means. This scheme has been a lifeline. My son, who scored 94% in SSC, can now prepare for engineering with confidence.”
Similarly, Sheetal Nagargoje from Amravati, whose son Aditya also benefited, added,
“We are incredibly thankful. This support came to us at the right time and will help my son, who scored 80% in SSC, get closer to his dream.”
As education costs continue to rise, especially in the realm of competitive exam preparation, government-supported initiatives like MAHAJYOTI’s book distribution scheme play a pivotal role in bridging the opportunity gap for students from marginalised communities. With a robust outreach and strong public response, this programme is a timely reminder that access to quality education must remain a priority.
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