The Prime Minister’s Young Authors Mentorship Scheme (PM-YUVA) has returned for its third edition, promising to shape the future of young Indian writers once again. Launched by the Ministry of Education (MoE) and the National Book Trust (NBT) of India on March 11, 2025, YUVA 3.0 seeks to nurture creative talent among individuals under 30, providing them with a structured mentorship programme that equips them with the skills to document India’s past, present, and future through literature.

With themes such as the contribution of the Indian diaspora in nation-building, the Indian knowledge system, and the makers of modern India (1950-2025), this year’s programme encourages participants to explore diverse facets of India’s rich cultural and intellectual heritage. But while the initiative continues to gain traction, can its implementation be optimised in Indian schools to truly create a lasting impact?

YUVA 3.0: A Gateway for Young Indian Writers

Following the success of YUVA 1.0 and YUVA 2.0, which saw young authors explore themes of India’s freedom movement and democracy, YUVA 3.0 aims to build a stream of writers who can articulate India’s contributions across time and disciplines.

Aspiring authors can apply via MyGov India’s portal, submitting a 10,000-word book proposal that is evaluated by a selection panel constituted by NBT India. 50 candidates will be selected for a six-month mentorship programme, during which they will:

• Receive financial assistance of ₹50,000 per month
• Attend workshops, training sessions, and mentorship meetings
• Have their books published in multiple Indian languages
• Participate in literary festivals and international book fairs

The New Delhi World Book Fair 2026 will serve as a launchpad for these young authors, offering them an opportunity to showcase their work on a national stage.

Bringing YUVA 3.0 into Indian Schools: The Need for Institutional Support

While PM-YUVA 3.0 is a well-structured initiative, a significant gap exists in its reach at the school level. Despite India being home to one of the largest youth populations globally, creative writing as a discipline remains largely underdeveloped in most school curriculums. Integrating this scheme into secondary and higher secondary education could be a game-changer.

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How Schools Can Leverage PM-YUVA 3.0 for Maximum Impact:

1. Creative Writing Programmes in Schools: Schools should introduce structured creative writing workshops as an extracurricular activity or an elective subject to familiarise students with long-form writing.

2. Dedicated Literary Mentorship: Schools should facilitate teacher-led mentorship programmes, where educators guide students in conceptualising, drafting, and refining their manuscripts before submission.

3. Regional and Vernacular Writing Initiatives: Since YUVA promotes multilingual literature, schools should encourage students to write in their mother tongue, ensuring that India’s literary landscape remains diverse and inclusive.

4. Early Introduction to Research and Storytelling: To cultivate young authors, schools must integrate storytelling, history-based research projects, and structured writing exercises from middle school itself.

5. Engagement with Past YUVA Winners: Schools can invite previous winners for interactive sessions to inspire students, helping them understand the nuances of writing, editing, and publishing.

Lessons from Past Editions: How YUVA Has Transformed India’s Literary Scene

Since its inception in 2021, PM-YUVA has empowered young authors across India, producing literature that adds to the country’s intellectual and historical archives. The impact of the scheme is evident:

• 41 books published under YUVA 2.0 were launched at the New Delhi World Book Fair 2025.
• Books produced under YUVA 1.0 and YUVA 2.0 were translated into multiple Indian languages, broadening their accessibility.
• Participants have received national and international recognition, with some works included in academic and government libraries.
• Young authors have interacted with historians, policymakers, and scholars, gaining real-world insights into writing and research.

However, the lack of structured creative writing programmes in schools has meant that the initiative remains largely restricted to university students and independent writers. Expanding YUVA 3.0’s footprint within school education systems will ensure that a younger demographic benefits from this transformative programme.

Creating India’s Next Generation of Writers

With India ranked third in global book publishing, there is an urgent need to nurture homegrown literary talent that can represent the nation’s historical and contemporary narratives on an international stage. PM-YUVA 3.0 is a step in the right direction, but to fully optimise its potential, it must become more accessible to students at the school level.

By encouraging structured creative writing curriculums, mentorship programmes, and regional language engagement, Indian schools can help cultivate the next generation of authors, historians, and literary scholars, ensuring that India’s rich literary heritage continues to thrive.

The Indian Institute of Technology (IIT) Guwahati is set to develop India’s first VR-enabled metaverse platform for PM SHRI schools, transforming how students engage with complex subjects like mathematics, science, and social studies. The initiative, named “Gyandhara,” is being developed in collaboration with the Ministry of Science and Technology and the Department of Education, Assam Government and will be piloted in 56 PM SHRI Adarsh Vidyalayas across Assam later this year.

However, as India moves towards metaverse-driven education, a pressing question remains—is the metaverse still the future? Once touted as the next big thing in digital transformation, the metaverse has seen declining interest in several sectors globally. While education may provide a new space for its application, questions remain about its long-term sustainability.

The Gyandhara Metaverse is designed to bridge gaps in conceptual learning by creating interactive, immersive 3D environments where students can visualise complex topics in their local languages. The metaverse will use virtual reality (VR) technology to create a dynamic learning experience that goes beyond traditional methods like blackboards and textbooks.

Dr Keyur Sorathia, Associate Professor at IIT Guwahati and the project’s lead, explained that the initiative will help students develop creativity, critical thinking skills, and global collaboration opportunities.

“At Gyandhara, we are developing an educational metaverse that will provide students aged 13 to 18 with engaging, immersive learning experiences. Our goal is to create an interactive and dynamic learning environment that fosters deeper understanding and critical thinking,” Sorathia told PTI.

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He further emphasised that the metaverse will eventually expand beyond Assam to cover schools across North East India and later to the rest of the country. The project aims to support students in classes 8 to 12, focusing on subjects that require high levels of visualisation and engagement.

“The idea is to transform how students engage with complex topics by creating a metaverse environment where lessons are delivered in local languages,” he added.

Can the Metaverse Survive Beyond the Hype?

While IIT Guwahati’s initiative is a significant leap in edtech, globally, the metaverse has faced setbacks. What was once projected to be the future of the internet, workspaces, gaming, and education has now struggled to maintain relevance.

A 2024 report by EM360 Tech highlighted how Meta (formerly Facebook), which had invested billions in the metaverse, failed to gain mainstream adoption. The company’s ambitious Horizon Worlds platform, designed to bring people into virtual spaces, fell short of its expected user engagement. Even Microsoft, Disney, and other tech giants quietly scaled back their metaverse projects, pivoting towards more practical AI-driven applications.

A key reason behind this decline is high costs, lack of consumer adoption, and unclear monetisation models. The educational sector, however, remains an area where the metaverse could still thrive, as VR-based learning platforms provide interactive experiences that traditional teaching methods cannot replicate.

Experts believe that while corporate-driven metaverse applications are shrinking, education, healthcare, and industrial training may keep the concept alive. India’s adoption of VR-based learning through initiatives like Gyandhara could provide a real-world use case for the metaverse, ensuring its continued development despite its waning popularity in other sectors.

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If Gyandhara succeeds, it could revolutionise learning in India, making STEM subjects more accessible and engaging. However, challenges remain, including:

• Infrastructure gaps: Not all schools have access to high-speed internet and VR-compatible hardware.
• Teacher training: Educators must be equipped to integrate VR tools effectively into the curriculum.
• Affordability: VR technology remains expensive; scaling up across public schools could be financially challenging.

Despite these obstacles, India’s willingness to explore metaverse-based education signals a strong commitment to digital transformation. Whether the metaverse remains the future of education or becomes another tech trend that fades away will depend on the success of projects like Gyandhara and their ability to deliver real learning outcomes.

Jaipur, 9 March 2025: As a crucial step to address the challenges faced by students and curb rising suicides in coaching hubs, the Rajasthan Cabinet has approved the Rajasthan Coaching Centre Control and Regulation Bill 2025. The bill aims to regulate coaching institutes across the state, ensuring structured policies to safeguard student welfare and mental health. Additionally, the cabinet has given the nod to the Rajasthan Skill Policy 2025, focusing on upskilling youth, reskilling workers, and fostering entrepreneurship to enhance employment opportunities.

Tackling Student Suicides in Kota

The decision comes at a time when Rajasthan, particularly Kota—the country’s coaching capital—has witnessed an alarming surge in student suicides. Last year alone, 17 students died by suicide in the city, while in 2023, the number was 23. The most recent case involved 18-year-old NEET aspirant, Ankush Meena, who was found dead in his PG accommodation. His death, reportedly the seventh case in Kota this year, has reignited concerns about the intense pressure faced by students preparing for competitive exams.

Addressing the issue, parliamentary minister Jogaram Patel said, “Students sometimes commit suicide due to stress, which is unfortunate. We want them to study, compete, and succeed, but not at the cost of their mental health.” He added that the proposed bill will introduce strict regulations for coaching institutes, covering those with more than 50 students. Penalties and cancellation of registration will be enforced for institutions violating the new rules.

Rajasthan Skill Policy 2025: Addressing Employment Challenges

Alongside regulating coaching centres, the Rajasthan government has also introduced the Rajasthan Skill Policy 2025, a comprehensive strategy to bridge the skill gap among youth and create employment opportunities.

“There are around 20 lakh youth in Rajasthan who are employable but lack the right skills,” Patel said. “The government has committed to creating four lakh jobs in five years, and through the right skill programmes, we want young people to contribute to the state’s development.”

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This initiative aims to equip students with industry-relevant skills, promote entrepreneurship, and ensure that graduates are job-ready, reducing dependency on competitive exams as the sole career pathway.

Urgent Need for Change in Student Welfare Policies

The rise in student suicides in Kota and across India highlights the urgent need for systemic reforms in the education sector. While coaching centres play a vital role in helping students prepare for competitive exams, the immense academic pressure, isolation, and lack of emotional support are pushing many to breaking point.

The new regulation in Rajasthan is a step towards accountability—ensuring that coaching institutes prioritise student well-being alongside academic success. However, mental health awareness, counselling services, and alternative career pathways must also be actively promoted to change the toxic culture of extreme academic pressure.

With India striving for educational excellence, the nation must not overlook the mental and emotional well-being of its students. The Rajasthan Coaching Centre Control and Regulation Bill is a welcome move, but its implementation and enforcement will determine its true impact in preventing further tragedies.

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The debate around smartphones in schools has gained fresh momentum following a Delhi High Court ruling that a complete ban on smartphones for students is “undesirable and unworkable”. This decision aligns with the evolving global discourse on whether restricting mobile phones in schools improves learning outcomes or stifles digital literacy. While concerns around screen addiction, cyberbullying, and distractions in classrooms remain valid, an outright ban may deny students access to essential learning tools, safety, and connectivity.

With 79 education systems worldwide banning smartphone use in schools by the end of 2024 (UNESCO Global Education Monitoring Report, 2025), India now faces the challenge of formulating balanced policies that regulate smartphone use while ensuring digital inclusivity and responsible online behaviour.

Delhi HC: Ban is “Undesirable and Unworkable”

The Delhi High Court, in its February 28 ruling, acknowledged both the harmful and beneficial aspects of smartphone usage in schools. While the indiscriminate use of phones can impact student focus, expose them to cyber risks, and encourage excessive social media engagement, the court recognised that smartphones serve crucial purposes, such as:

• Ensuring safety and coordination between parents and children
• Providing access to educational resources, research tools, and digital learning platforms
• Enhancing student engagement through AI-based and gamified learning apps

Instead of a blanket ban, the court proposed regulated use, allowing schools to create structured policies for monitoring smartphone usage while keeping students informed about digital well-being, online etiquette, and responsible internet use.

The Court’s Guidelines on Smartphone Use in Schools:

• Schools must educate students on responsible online behaviour and ethical smartphone use
• Students should be counselled on the risks of excessive screen time, social media anxiety, and cyberbullying
• Where possible, students may deposit smartphones upon entering school and retrieve them at home time
• Classroom use must be prohibited, and camera/recording functions should be disabled in common areas and school vehicles
• The policy should be developed with input from educators, parents, and digital safety experts

The Central Board of Secondary Education (CBSE) and Delhi’s Directorate of Education have been directed to formulate revised guidelines based on the ruling.

The Global Perspective: Countries Banning Smartphones in Schools

According to the UNESCO Global Education Monitoring Report (2025), a growing number of education systems worldwide are implementing strict regulations on smartphone usage in schools. As of 2024, 79 education systems (40%) had introduced bans in some form.

• China: Schools in Zhengzhou require written parental consent to use smartphones for academic purposes.
• France: A “digital break” policy was introduced in lower secondary schools to complement existing phone bans.
• Australia & Spain: Some regions have imposed strict bans, while others allow individual schools to draft their own regulations.
• United States: 20 out of 50 states have enacted restrictions, with some allowing exceptions for students requiring learning accommodations.

Despite these regulations, UNESCO’s report warns against over-restricting smartphone use, arguing that technology should only be banned if it disrupts learning and does not support educational outcomes.

The Learning vs. Distraction Debate

The 2023 GEM Report cited research indicating that smartphone bans in countries like Belgium, Spain, and the UK improved learning outcomes, especially for struggling students. However, it also raised concerns about equity, stating that students must learn to navigate technology rather than be shielded from it entirely.

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India has yet to implement a nationwide smartphone policy for schools, but many institutions have internal restrictions on mobile usage. While the Delhi High Court ruling offers guidance, a broader national discussion is required to strike the right balance between technological innovation and student well-being.

Who Stands to Lose if Smartphones Are Banned?

While privileged students may have alternative access to digital resources at home, a complete ban on smartphones could disproportionately impact lower-income students who depend on mobile devices for online learning, research, and access to educational apps and AI-based tutoring tools. These devices also serve as gateways to government-led digital learning initiatives like DIKSHA and PM eVidya, as well as crucial resources for career counselling, scholarships, and college applications. Eliminating smartphone access in schools could further widen the digital divide, hindering India’s goal of building a digitally literate workforce at a time when technology-driven skills are becoming essential in global job markets.

Why Smartphones Are Essential in Education?

1. Safety and Connectivity

In an unpredictable world, smartphones provide a crucial safety net for students and parents. Real-time communication ensures students can report emergencies, navigate transport routes, and stay connected with family.

2. Digital Learning and AI-Based Education

With the rise of AI-driven education, smartphones serve as gateways to:

• AI-powered tutoring platforms that personalise learning experiences
• Online courses, coding platforms, and gamified STEM learning
• Language-learning apps and digital libraries

3. Encouraging Self-Directed Learning

Apps like Coursera, Udemy, and LinkedIn Learning allow students to acquire real-world skills beyond traditional textbooks, preparing them for 21st-century careers.

4. Bridging the Digital Divide

For students from rural and underserved areas, smartphones may be their only means of accessing quality educational resources, bridging the gap between privileged urban learners and those in resource-limited settings.

5. Future-Ready Skills

The Delhi High Court’s emphasis on digital literacy is crucial—students must be taught not just how to use technology, but how to use it responsibly. Schools should integrate:

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• Workshops on cyber safety and responsible social media use
• AI and coding bootcamps to prepare students for future careers
• Digital etiquette lessons to ensure ethical online behaviour

Aim for Balanced Smartphone Policies

As India moves towards Viksit Bharat 2047, its policies on technology in education will shape how well students adapt to the future. Instead of outright bans, schools must:

✅ Develop structured smartphone use policies in consultation with educators, parents, and digital experts.
✅ Educate students on ethical digital use, cyber safety, and screen-time management.
✅ Allow controlled use of smartphones for educational purposes while restricting recreational distractions.

Hence, India must find a middle ground—A well-balanced policy will ensure that students benefit from digital learning tools while minimising the risks of excessive screen time and online distractions.

In today’s world, where conversations about gender equality are gaining momentum, the role of education in shaping assertive, confident, and self-reliant young women has never been more critical. Schools have traditionally focused on academic excellence, but are they equipping girls with the ability to say ‘No’—to unwanted touch, peer pressure, and societal expectations that push them into compliance? From early consent education to breaking down leadership biases, this piece explores how educational institutions can do more to foster self-advocacy among female students.

The Need for Teaching Consent and Self-Advocacy

Teaching girls the power of ‘No’ isn’t just about rejecting physical advances—it’s about instilling confidence in their decision-making and personal autonomy. Girls must understand that they are not obligated to accept discomfort for the sake of being “polite.”

As highlighted in Pinky Promise, a book that explores boundaries and consent, forcing young girls to always be polite—such as requiring them to hug relatives or accept physical touch without their consent—sets a dangerous precedent. It teaches them that their discomfort is secondary to social expectations, making it harder for them to recognise and respond to inappropriate behaviour later in life.

Pinky Promise, a book that explores boundaries and consent

A real-world example of why consent education is vital comes from the story of Tara Dawes, a child sexual abuse survivor. At 13, she was groomed by a 19-year-old man, leading to pregnancy. Dawes now strongly advocates for comprehensive consent education in schools, stressing that if she had been equipped with the right knowledge earlier, she might have had the confidence to recognise coercion and resist it.

In India, organizations like RAHI (Recovering and Healing from Incest) have been instrumental in supporting survivors of child sexual abuse and advocating for consent education. Established in 1996, RAHI provides education and awareness about child sexual abuse and incest, along with training, capacity building, and skill development for victims

The Shortcomings of Current Educational Practices

Many schools across the world are making strides in teaching consent. In the UK, the Schools Consent Project runs workshops for students aged 11-18, covering essential topics such as harassment, sexting, and revenge porn. These initiatives aim to build a foundation of respect and understanding about personal boundaries.

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However, some education systems are regressing. For example, several schools in the US have reintroduced abstinence-only education, eliminating lessons on contraception and consent under political pressure. Such regressive steps leave students ill-equipped to navigate real-life relationships and challenges, making them vulnerable to coercion and manipulation.

How School Culture Shapes Girls’ Confidence

Research shows that as girls transition into adolescence, their confidence levels drop significantly compared to boys. School culture plays a crucial role in shaping their sense of self-worth and agency. Are girls encouraged to take leadership roles? Do teachers unconsciously reinforce gender norms in the classroom? For instance, they may praise boys for being “assertive” while calling girls “bossy” for the same behavior. They might encourage boys to take up STEM subjects while steering girls towards literature or the arts. Even seating arrangements, classroom discussions, and examples used in lessons can reflect traditional gender expectations, subtly shaping how students perceive their roles in society. Recognizing these biases is the first step towards fostering a truly gender-inclusive learning environment.

Furthermore, moral policing in schools—such as dress codes that disproportionately target girls, body shaming, and the perception that “good girls” don’t challenge authority—further erodes their self-confidence. Schools must actively combat these outdated attitudes and provide an environment where girls feel empowered to express themselves freely, without fear of being judged.

Beyond the Basics: Comprehensive Sex Education

Sex education must extend beyond biological explanations to cover essential topics such as personal boundaries, self-advocacy, and healthy relationships. Many parents and educators hesitate to introduce such discussions at an early age, assuming children need to be “mature” before learning about consent. However, this delay does more harm than good.

Experts recommend starting these conversations early in a non-taboo manner. One of the most effective ways is by using books and storytelling, as suggested in Pinky Promise. Parents and teachers can also encourage children to ask questions, ensuring that they feel comfortable discussing sensitive topics without shame or fear.

Sensitizing Parents and the Community

Schools alone cannot drive change—parents play a crucial role in reinforcing what children learn in the classroom. Parents must be made aware of the importance of raising assertive girls who can advocate for themselves. Teaching them that they are not obliged to hug every relative, that their bodies belong to them, and that their voices deserve to be heard is key.

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Additionally, society needs to address the harmful culture of moral policing, slut-shaming, and body shaming that disproportionately affects young girls. Educational institutions, families, and communities must work together to dismantle these damaging narratives.

The Leadership Gap: Why Aren’t Women in Power?

Teaching has long been a female-dominated profession, yet when it comes to leadership positions such as school principals, policymakers, and university deans, men still hold the majority of these roles. This disparity is not just a statistical anomaly—it sends a message to young girls about the limitations of their aspirations. If the very system that encourages women to become educators does not empower them to lead, what does it teach the next generation about gender roles and leadership potential?

India’s first female school principal, Chandramukhi Basu, broke barriers in the late 19th century when she became the principal of Bethune School in Kolkata,the first female head of an undergraduate academic establishment in South Asia. She set a precedent for women in educational leadership. Yet, more than a century later, leadership remains disproportionately male. Women often face biases that hinder their promotion—whether it’s the perception that they are less authoritative, the challenge of balancing work with societal expectations, or the lack of mentorship opportunities compared to their male counterparts.

Chandramukhi Basu, the first female head of an undergraduate academic establishment in South Asia

For real progress, schools must actively create pathways for women to ascend to leadership roles. Leadership development programs, gender-neutral promotion policies, and mentorship opportunities can help bridge this gap, ensuring that female students see role models in decision-making positions and grow up believing that leadership is within their reach.

Therefore, Teaching girls to say ‘No’ isn’t just about safety—it’s about building confidence, autonomy, and leadership skills. Schools need to integrate comprehensive consent education, challenge gender stereotypes, and work with parents to ensure consistent messaging. More importantly, we need to stop teaching girls that compliance is the key to social acceptance. Instead, we must encourage them to speak up, take space, and assert their rights unapologetically.

Bibliography

1. Child Sex Abuse Survivor Tara Dawes Says Education Could Have Prevented Her Abuse | Adelaide Now | Link
2. Schools Consent Project | Wikipedia | Link
3. Some Florida School Districts Are Reverting to Abstinence Education | AP News | Link
4. The Experts: Sex Educators on 16 Ways to Talk to Your Children About Consent | The Guardian | Link

New Delhi, 3rd March 2025: Hello Kids, one of India’s largest preschool chains, has reached a significant milestone by expanding to 1,000 centres across India and Bangladesh. With an ambitious roadmap ahead, the brand now targets 2,000 centres within the next three years, aiming to provide early childhood education to over 100,000 students by 2028.

Predominantly established in Bangalore and Hyderabad, Hello Kids is now gearing up to expand its presence across northern and western India, further strengthening its position in the preschool segment.

Founded in 2005 by Pritam Kumar Agrawal, Hello Kids began as a single preschool in Bangalore. Over the years, the brand has grown into a widespread network, largely credited to its no-royalty franchise model. The chain’s affordable and accessible approach to early learning has made it a preferred choice for parents and educators alike.

Mr. Agrawal, who hails from a small village, faced numerous challenges while establishing Hello Kids. From managing daily operations to personally driving school vans, he worked hands-on to understand the intricacies of running a credible preschool. His efforts gained further momentum when his wife, Sunita Jain, a software engineer, joined him in the venture. Together, they leveraged franchising to scale the business, making Hello Kids India’s first no-royalty model preschool chain.

“From humble beginnings to becoming a household name in early childhood education, Hello Kids has always focused on making preschools affordable while providing the best learning environment for young minds. Our goal is to reach 2,000 centres by 2028 while staying committed to excellence in early learning,” said Pritam Kumar Agrawal, Founder & Director of Hello Kids.

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Over the years, Hello Kids has garnered multiple accolades for its contribution to early childhood education. The brand was named India’s Most Respected Childhood Education Brand 2022-23 by Education World and was also awarded Leading Preschool Chain at the Elets World Education Summit 2022.

“At Hello Kids, we believe in nurturing young minds with innovative learning experiences. Our goal has always been to make high-quality preschool education accessible to every child. As we expand further, we remain committed to providing a safe, engaging, and stimulating environment for early learners, ensuring they build a strong foundation for the future,” added Sunita Jain, Director & CEO of Hello Kids.

A major factor behind Hello Kids’ rapid expansion has been its comprehensive training and support system for franchise partners. The company provides training in curriculum development, teaching methodologies, marketing strategies, social media engagement, parent counseling, and admission handling.

Academic training sessions focus on phonics, Montessori techniques, STEM education, and social behaviour development—all crucial elements for early childhood development.

The Hello Kids curriculum aligns with India’s New Education Policy (NEP) 2020, integrating digital learning tools such as Virtual Reality kits, digital slates, and talking pens to enhance student engagement. The brand also ensures child safety with CCTV-monitored classrooms, a hygienic environment, and experienced educators.

With a strong foundation in early learning, a commitment to innovation, and an ambitious expansion plan, Hello Kids is poised to reshape the preschool landscape in India in the coming years.

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