Education
Education for life: Are you getting it?
MARIE D’SOUZA invited students to debate whether school education is really preparing them for life
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
At a time when Artificial Intelligence (AI) headlines dominate global discourse, a quieter but more consequential conversation is unfolding in India’s education sector—one that cuts through the hype to explore whether AI is genuinely improving learning outcomes or just riding a wave of fascination.
In its latest article titled “Not Just Hype: What Investors Really Think About AI in Indian Education”, Entrepreneur India reported on insights shared by Ganapathy Venugopal, Co-founder & CEO of Axilor Ventures, at the IGIS 2025 forum. Offering a candid investor’s lens, Venugopal remarked, “We’ve seen plenty of hype around AI. But for us, it’s about where the real value lies—can it solve something fundamental, like India’s teacher-student gap?” According to him, the most investable AI tools are not the flashiest but the most functional—those that support teachers, amplify their effectiveness, and reach where human resources fall short.
Echoing this, Kobi Gal from Ben-Gurion University pointed out that while AI has democratised access to learning, it hasn’t yet changed the core of how we learn. “The education system remains rigid. AI can increase reach, yes, but transformation is still elusive,” he said.
India’s edtech sector is poised for growth with its vast K–12 student base and rapidly expanding internet access. However, a major challenge remains—only 24% of households have internet, per NSSO data. This makes Tier II–IV cities a key battleground for AI-powered learning tools. Investors are now shifting focus from “edtech” as a label to learning outcomes, engagement, and job-readiness, with AI viewed as an enabler rather than a product category.
Venugopal pointedly questioned current trends: “Are we building tools to complete homework, or to change how we learn?” His statement taps into the broader tension—between consumer-friendly shortcuts and pedagogically sound, scalable solutions.
At ScooNews Global Educators Fest (SGEF) 2023, this theme of AI with a conscience was also central. Held in Jaipur, the festival brought together educators, artists, and changemakers to discuss how artificial intelligence can serve—not replace—human values in education. Noted speakers like Lakshyaraj Singh Mewar, Rama Datt, and Padma Shri Anand Kumar reinforced the idea that technology must remain grounded in empathy, inclusivity, and purpose. A memorable moment was Anand Kumar’s speech on whether AI could ever truly replace a teacher’s role—a thought-provoking precursor to the investor sentiments voiced at IGIS 2025.
The conversation today is no longer about AI replacing the classroom, but enhancing it. With investor confidence growing in tools that support hybrid delivery models, regional customisation, and lifelong learning, the sector appears headed toward a more sustainable future.
Yet, Venugopal issued a final word of caution: “We look at sectors where demand is unquestionable and the cost of not solving the problem is high. Education in India fits that bill. But we must build with humility—and rigour.”
As India’s AI-powered education future unfolds, investors, educators, and innovators alike seem to agree: the goal is not disruption for disruption’s sake, but designing systems that serve learners in meaningful, measurable ways.
📌 Stay tuned for SGEF 2025 — This year, we gather under the theme: “Purpose-Driven Education: Designing for Future Realities.” Explore how we can reimagine school curricula to align with the evolving needs of our society and the professional world. Register here
The Department of School Education & Literacy (DoSEL), Ministry of Education, observed World No Tobacco Day on 31st May 2025 with a national workshop held at Rang Bhawan, Akashvani Bhawan. Inaugurated by Sanjay Kumar, Secretary, DoSEL, the event convened key stakeholders from the Ministries of Health, Home Affairs, NCERT, CBSE, UNODC, and State representatives, alongside students, civil society members, and domain experts.
During the workshop, Kumar launched the Nationwide School Challenge on Tobacco Awareness on the MyGov platform, set to begin on 10th June 2025. Aimed at student engagement, the initiative encourages schools across India to lead awareness campaigns. Participants also took the No-Tobacco Pledge, underscoring the shared responsibility of educators and communities in protecting students from tobacco exposure.
Kumar highlighted the alarming influence of tobacco advertising on youth and emphasised the importance of proactive involvement from School Management Committees (SMCs), parents, and local bodies to create tobacco-free campuses. Additional Secretary Anandrao V. Patil reinforced this message in his keynote, focusing on student health, well-being, and preventive education.
Other key speakers included CBSE Chairperson Rahul Singh, who spoke on the integration of health and wellness modules in schools, and Economic Advisor A. Srija, who stressed inter-sectoral collaboration for effective implementation of Tobacco-Free Educational Institutions (ToFEI) Guidelines.
Technical sessions covered mental health (Manodarpan), life skills education (Navchetna), the School Health Programme, and digital monitoring of ToFEI compliance. Experts from NCERT, CBSE, UNODC, and the Ministry of Health & Family Welfare contributed insights on embedding wellness in school ecosystems.
State nodal officers from Chandigarh, Maharashtra, Andhra Pradesh, and Puducherry presented best practices—from dental health drives to creative student engagement tools like comics and animation. Efforts to contextualise ToFEI manuals in regional languages were also shared.
The workshop concluded with a call for consistent monitoring, awareness campaigns, and holistic health education to build tobacco-free, safe learning environments.
A recent report by The Indian Express reveals a worrisome shift in India’s school enrolment patterns—more students are opting for private institutions, even in states with a robust network of government schools. During meetings held by the Ministry of Education with state officials in March–April 2025 to discuss projects under the Samagra Shiksha scheme, the Centre flagged this as a “disturbing trend.”
In states like Andhra Pradesh, Telangana, and Uttarakhand, the enrolment in unaided private schools has consistently risen despite government schools forming the majority in number. For instance, in Andhra Pradesh, 73% of schools are government-run, yet they account for just 46% of total student enrolment. Similarly, Telangana’s government schools form 70% of total schools but educate only 38% of students, compared to nearly 61% in private schools.
This trend isn’t isolated. Tamil Nadu, Kerala, Maharashtra, and several northeastern states have also reported declining numbers in government school enrolment. The Union Ministry has urged states to reverse this decline, citing the need for introspection and reform. In Tamil Nadu, for example, government schools make up 64% of the total but serve just 37% of the student population.
Interestingly, some states have responded by conducting Aadhaar-based “data cleansing” to explain the drops. Still, the Centre believes deeper, systemic issues—such as rising aspirations and perceptions of quality—are driving families towards private schooling.
The concern goes beyond statistics. According to UDISE+ 2023–24 data, 36% of total school enrolment in India (over 9 crore students) is now in private schools. In 2022–23, it was 33%. Pre-pandemic figures already indicated this steady rise.
Where Do Government Schools Go From Here?
The falling trust in government schools paints a grim picture—especially when education budgets face cuts and systemic reform remains slow. However, all is not lost. States like Madhya Pradesh are setting examples through initiatives like the CM Rise Schools, which aim to rejuvenate public education with upgraded infrastructure, teacher training, and modern pedagogy.
But such success stories remain scattered. Without strong policy backing, increased funding, and public support, the future of government schooling appears uncertain. In an era of aggressive privatisation—be it formal schooling or the booming coaching industry—government schools risk being sidelined unless urgently revitalised.
Why must they survive? Because they remain the only accessible option for millions, especially in rural and marginalised communities. They are not just institutions—they’re vehicles of social equity, offering a shot at mobility to those who may otherwise be left behind.
Education
Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act
In a startling revelation, the Ministry of Education has flagged that over 10,000 unrecognised schools are operating in Bihar and Jharkhand, enrolling more than 1.6 million students and employing over 88,000 teachers—despite being in violation of the Right to Education (RTE) Act, 2009.
Jharkhand has the highest number of unrecognised schools in India, with 5,879 such institutions enrolling over 8.3 lakh students and staffed by more than 46,000 teachers. Bihar follows with 4,915 unrecognised schools, catering to over 7.7 lakh students and 42,000 teachers.
These figures emerged during the 2025-26 Project Approval Board (PAB) meetings under the Samagra Shiksha scheme, held earlier this year. The Ministry stated that the existence of these schools goes against Section 19 of the RTE Act, which mandates that all pre-existing schools meet prescribed norms within three years of the Act’s implementation. Failure to comply should lead to withdrawal of recognition and closure of the institutions.
The Ministry has directed both states to take appropriate action, either by recognising these schools through proper channels or by ensuring their closure in accordance with legal norms. Notably, Jharkhand’s education department has formed district-level recognition committees and claims that many of these schools began operations before the RTE Act came into effect.
Additionally, the Ministry raised concerns over discrepancies in data regarding Out-of-School Children (OoSC). For 2023–24, Jharkhand reported 37,409 OoSC on the PRABANDH portal, whereas the NSSO survey for 2022–23 recorded 1,07,639 ‘never enrolled’ children aged 6–14. In Bihar, the contrast was even more stark: 33,285 OoSC on PRABANDH versus 6.27 lakh ‘never enrolled’ according to NSSO.
To address this gap, the Ministry has advised strict data monitoring and called for special enrolment drives, with full support from School Management Committees (SMCs), to bring every child back into the education system.
Union Education Minister Dharmendra Pradhan delivered the valedictory address at the PadhAI: Conclave on AI in Education, held in New Delhi and organised by the Centre of Policy Research and Governance (CPRG). The two-day conclave brought together senior policymakers, educationists, and technology experts to discuss the growing role of artificial intelligence in reshaping India’s education landscape.
In his address, Pradhan emphasised that artificial intelligence is not merely a technological tool, but a transformative force and a catalyst for innovation in education. “AI is a bridge between empathy and technology,” he said, underlining the need for India’s human intelligence to take the lead in the global AI revolution.
The Minister highlighted several initiatives undertaken by the government to promote AI in education, including the establishment of Centres of Excellence in AI and plans to promote AI integration in Indian languages. He stressed that leveraging AI to foster critical thinking in classrooms was no longer optional but essential, marking a transition from “chalkboards to chipsets.”
He also called upon academicians and technologists to collaborate on policy suggestions that would enable India to responsibly and effectively integrate AI in school and higher education systems.
The conclave featured a series of panel discussions and keynote addresses exploring how AI is transforming classroom teaching, expanding learning beyond the four walls, and the structural challenges that need to be addressed for effective implementation.
Notable speakers included Jitin Prasada, Minister of State for Commerce & Industry and Electronics & IT; Ashish Sood, Minister for Education and Higher Education, Delhi; Vineet Joshi, Secretary, Department of Higher Education and Chairperson, UGC; Abhishek Singh, CEO, IndiaAI Mission; Pankaj Arora, Chairperson, NCTE; Anil Sahasrabudhe, Chairman, NETF; Yogesh Singh, Vice Chancellor, University of Delhi; Sanjeev Bikhchandani, Co-founder, Info Edge; and Rashmi Das, Chairperson, Higashi Autism School.
The event concluded with a call for increased collaboration between the public and private sectors to harness AI for inclusive and accessible education.
In a significant development for India’s higher education sector, the University of Liverpool—one of the United Kingdom’s most prestigious academic institutions and a member of the Russell Group—has announced plans to establish its first international campus in Bengaluru. The university aims to commence operations by 2026.
This marks the first time a Russell Group university, often likened to the Ivy League for UK higher education, will set up a physical campus in India. Known for its world-class research and academic rigour, the University of Liverpool was founded in 1881 and has produced nine Nobel laureates. Its entry into the Indian education landscape is expected to bolster the globalisation of Indian higher education and widen access to top-tier international programmes.
Initially, the Bengaluru campus will offer undergraduate and postgraduate courses in Business Management, Accounting and Finance, Computer Science, Biomedical Sciences, and Game Design—making it the first UK university to offer these programmes from within India. The range of disciplines is expected to expand over time.
Karnataka Chief Minister Siddaramaiah hailed the development as a “landmark moment” in the state’s educational journey. “For many years, our brightest minds left the country to study abroad. Today, a top global university is choosing to come here,” he said, adding that the government would ensure full support through policy and infrastructure.
In a move to bridge industry and academia, the university also signed an MoU with Bengaluru-based IT major Wipro to collaborate on research, innovation, and skill-building programmes.
Delhi University’s Executive Council (EC) has approved sweeping curriculum revisions that have sparked sharp protests from faculty members, igniting a fresh debate over academic freedom, ideological influence, and the future of higher education in India. The changes, ratified during the EC’s 1,275th meeting, affect multiple departments including Psychology, Sociology, and English, and introduce new programmes in journalism and nuclear medicine.
Among the most contentious shifts is the removal of conflict-based case studies from the Psychology of Peace paper. Case references to Kashmir, Palestine, India-Pakistan relations, and the Northeast have been replaced with conflict-resolution examples drawn from Indian epics like the Mahabharata and Bhagavad Gita. Similarly, a Sociology paper has dropped foundational thinkers like Karl Marx and Thomas Robert Malthus, along with key sections such as the Sociology of Food and the critical lens on the Sociology of Law.
Faculty members are sounding the alarm. As per a story in Business Standard, EC member and Associate Professor at Kirori Mal College, Rudrashish Chakraborty, called the changes “a complete disregard for disciplinary expertise” and warned they could severely damage DU’s global academic standing.
At the heart of the backlash is a deeper concern about ideological overreach in curriculum design. Critics say the move replaces rigorous, research-based frameworks with selectively religious narratives, undermining the pluralism that once defined Indian academia.
Why These Topics Were in the Curriculum in the First Place
Incorporating geopolitical issues like Kashmir and Palestine in social science syllabi wasn’t about courting controversy—it was about helping students understand conflict, diplomacy, and peace-building through lived realities. Scholars like Marx and Malthus, often labelled as ideologues, contributed frameworks that shaped global discourse on inequality, population, labour, and social justice. To erase them from academic memory is not just selective—it’s intellectually dishonest.
Their inclusion wasn’t about promoting one ideology over another but about exposing students to a spectrum of thought. If academic institutions stop encouraging intellectual plurality, they risk becoming echo chambers that simply mirror prevailing politics.
What Could Have Been Done Differently
If the aim was truly to Indianise or decolonise the curriculum—as has been cited in many recent reforms—it could have been done with scholarly rigour. Including Indian thinkers alongside global ones, offering critical engagement rather than replacement, and developing interdisciplinary modules that draw on Indian social realities would have strengthened rather than diluted the curriculum.
A meaningful curriculum reform should be inclusive, consultative, and pedagogically sound. Instead, these changes appear abrupt and top-down, with several faculty members alleging they were not adequately consulted. As one member remarked, “Modernisation cannot come at the cost of academic autonomy.”
The counter to a whitewashed curriculum should not be to do the exact opposite. Figures like Karl Marx are not just ideologists; their legacies extend beyond nation-states. They presented global ideas that remain relevant to Indian society, especially in an age grappling with inequality and labour rights.
And religion—while an important part of many societies—must never dominate education policy. When one faith is elevated in academic materials meant for students of all backgrounds, it chips away at the secular fabric of our democracy.
Replacing complex geopolitical issues with religious scripture is not only pedagogically flawed—it’s, frankly, a dangerous precedent.
New Programmes and Policy Decisions
Beyond the curriculum overhaul, DU has also announced the launch of a two-year M.A. in Journalism in both Hindi and English, and a BSc in Nuclear Medicine Technology, to be offered at the Army Hospital (R&R) for Armed Forces Medical Services personnel. The EC also introduced a new policy for determining teacher seniority, with age taking precedence over API scores when qualifications are equal.
A committee has been constituted to assess the implications of a DoPT circular mandating periodic review of employees aged 50 and above—raising concerns about forced retirement policies within the university system.
As the NEP rollout moves ahead, universities like DU need to walk the path wisely. Reforms should fuel learning, not push a story. Education isn’t meant to box students into ideologies—it’s meant to open minds, spark debate, and shape citizens who can think for themselves. Our classrooms should dig deeper, not go narrow. We can’t afford to swap knowledge for one-sided thinking.
Education
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
In a significant step towards multilingual education, the Central Board of Secondary Education (CBSE) has issued a directive asking all affiliated schools to begin mapping the mother tongues of students from pre-primary to Class 5. The move aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023, both of which advocate for the use of the child’s home language in early education.
In a circular dated May 22, CBSE encouraged schools to adopt the child’s mother tongue—or a familiar regional language referred to as R1—as the medium of instruction, particularly from pre-primary to Class 2. From Classes 3 to 5, students may either continue with R1 or be introduced to a second language (R2) for instruction.
While CBSE has previously recommended the use of mother tongue in classrooms, this circular signals a stronger push, potentially paving the way for it to become compulsory in the future. The Board has advised schools to start aligning their academic content with this change by the end of the summer break, although a flexible timeline has been offered.
The rationale behind this shift is grounded in research: young children grasp concepts better when taught in the language they speak at home. With NEP and NCFSE both promoting concept-based, multilingual learning, CBSE’s decision aims to make foundational education more accessible and meaningful.
To support this transition, schools are required to form NCF implementation committees by the end of May. These teams will oversee language mapping, adapt teaching materials, and coordinate teacher training for multilingual education. Starting in July, schools must also submit monthly progress reports, and academic observers may visit institutions to offer feedback and support.
NCERT has already made textbooks for Classes 1 and 2 available in 22 Indian languages, with higher-grade translations underway. The aim is clear—bring the school closer to the home, linguistically and emotionally, for India’s youngest learners.
Education
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
In a decisive step to protect students from the dangers of tobacco and substance abuse, the Ministry of Education has launched a nationwide enforcement campaign urging all States and Union Territories to make educational institutions completely tobacco- and substance-free zones. The announcement follows the 8th Apex Committee meeting of the Narco-Coordination Centre (NCORD), chaired by the Ministry of Home Affairs, which highlighted the urgent need to safeguard India’s youth.
The Department of School Education and Literacy (DoSEL), through Secretary Sanjay Kumar, has called for strict implementation of the Tobacco-Free Educational Institutions (ToFEI) guidelines. This month-long enforcement drive will begin on May 31, 2025—World No Tobacco Day—and continue until June 26, 2025, which marks the International Day Against Drug Abuse and Illicit Trafficking.
The move comes at a time when rising tobacco use among adolescents has become a growing concern. According to the Global Youth Tobacco Survey (GYTS-2), 2019, over 8.5% of Indian students aged 13–15 use tobacco in some form, and shockingly, 5,500 children in India start using tobacco every day. Studies have shown that tobacco is often a gateway to more dangerous forms of substance abuse, and its easy availability around schools further adds to the challenge.
To combat this, the ToFEI guidelines mandate a comprehensive nine-point action plan for schools and colleges, which includes the display of signage, awareness campaigns, inclusion of tobacco policies in the school code of conduct, and nominating tobacco monitors. However, two key activities that demand immediate support from local authorities are:
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Marking a yellow line 100 yards around all educational institutions to designate them as tobacco-free zones.
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Ensuring no tobacco sales within that 100-yard radius, in line with Section 6(b) of the Cigarettes and Other Tobacco Products Act (COTPA), 2003.
Local enforcement agencies have been urged to work with school authorities to implement these measures on the ground. A previous advisory from the Ministry of Home Affairs in November 2024 had already reinforced the need for strict action on these fronts.
The Ministry has also appealed for the involvement of teachers, parents, and School Management Committees (SMCs) in creating safer environments for students. Schools are encouraged to report any violations to the local police and help enforce the guidelines without fear of repercussions. States have been advised to develop a Standard Operating Procedure (SOP) to facilitate this process.
To raise awareness, the Ministry has launched the ‘World No Tobacco Day Awareness Quiz – 2025’ on the MyGov platform. Open from May 22 to July 21, the quiz is aimed at students, educators, and the general public to educate them about the dangers of tobacco in an engaging and informative way.
Link: https://quiz.mygov.in/quiz/world-no-tobacco-day-awareness-quiz/
As India strives to harness its youthful demographic for a healthier and brighter future, the Ministry’s campaign is a call to action—urging all stakeholders to come together and make educational spaces truly safe, healthy, and drug-free.
Education
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.
Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.
And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.
The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.
For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.
Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.
This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.
Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.
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