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Education Minister Chairs A Meeting With School Education Secretaries Of All States & UTs

Government committed to ensuring the safety and academic welfare of students, during the biggest meeting on school education amidst pandemic 

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Union Education Minister, Shri Ramesh Pokhriyal 'Nishank' chaired a meeting with School Education Secretaries of all States & UTs through video conferencing to discuss the various measures adopted for the management of the education system during COVID and the different strategies adopted for online and offline learning in Schools so far and the way forward. Minister of State for Education Shri Sanjay Dhotre; Secretary, Higher Education Shri Amit Khare; Secretary, School Education and Literacy Smt Anita Karwal and senior officials of the Ministry were present in the meeting. Representatives from almost all the States and UTs attended the meeting including additional Chief Secretaries, Principal Secretaries and Secretaries Education Department; and with other State officials such as the State Project Directors, Director SCERT, etc. This is the biggest meeting held on School Education during the pandemic.

Addressing the meeting Union Minister said that the current situation of COVID-19 is unfortunate, but Government is committed to turning the situation into an opportunity by doing new experiments to ensure the safety and academic welfare of students.

The Minister emphasized the need to continue the coherent efforts made by the states and UTs in the previous year and underscored the importance of reaching out to the most vulnerable and marginalized children in this pandemic period. He further stated that the Department has taken up several Initiatives in 2020-21 for facilitating continuous learning during the pandemic. These include expansion of DIKSHA under PM eVIDYA; DTH TV channels under the bouquet of SWAYAM PRABHA TV channels; launch of online NISHTHA training for teachers at DIKSHA; Launch of Manodarpan to cater to the socio-emotional and psychological needs of the students, etc. Also, several initiatives have been taken to reach out to children without access to digital education. He also underlined the importance of involving various stakeholders in the effective implementation of the National Education Policy 2020. 

Shri Pokhriyal noted all the problems and suggestions made by the States. The States also appreciated the efforts made by the Ministry of Education providing all possible help to the States to ensure the academic welfare of students. The Union Minister thanked all the States for their commendable work in the field of education and assured them that the Ministry will extend its full support in this difficult time and together we will fight this problem.

Acknowledging that the Government has adopted new and innovative methods in the Indian education system to address the challenges arising due to the COVID pandemic, MoS Shri Sanjay Dhotre stressed upon exploring ways to provide hybrid education comprising of both offline and online teaching methods. For this we would need new learning methodologies, quality learning content and an evaluation assessment model, he added. He emphasised that the scientific temperament of students will play a deciding role in post covid world therefore education system of our country should focus on developing critical thinking ability, logical reasoning ability and scientific temper among students. He called upon everyone to work together as a team in furthering the spirit of NEP 2020 and effectively implementing it to achieve the desired goals.

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A comprehensive COVID Response document has been issued by the Department on 4th May 2021 and it delineates a detailed action plan with corresponding timelines for all Stakeholders involved in Access, Retention, Continuous Learning, Capacity Building and Stakeholder engagement.

The major areas identified for intervention are: Identifying and mainstreaming of Out of School Children and ensuring sustained Enrolment, Retention and Transition; Academic learning & cognitive development of students; Capacity building- with a specific focus on blended and home-based learning including student assessments and data use; Nutritional, socio-emotional support; Digital education and monitoring, tracking and remediation.

Further, the following components of Samagra Shiksha have been built into special and focused interventions in view of the present pandemic situation:

  1. Learning enhancement/enriching programme to provide supplementary material to children

  2. Library grant for ensuring availability of reading material to students

  3. Special Training for Out Of School Children and Children With Special Needs.

  4. Support for out of school children of age group 16 to 19 years through NIOS/State open schools.

  5. SMC training to be utilized for ensuring community participation, parental support

  6. Teaching-learning Material at ECCE and primary grade

  7. Setting up a help desk at the Panchayat level and creating awareness through the use of mass media. It can also be used for conducting online learning and content dissemination over electronic media.

  8. Child tracking funds may be utilized for preparing student registry

  9. Special Grants to schools for sanitization and hygiene

  10. Teachers grants, for awareness on safety and security in online mode and for enabling them to use online means of education.

  11. Grants for online content development and dissemination.

  12. Grants for teachers for accessing NISHTHA training over DIKSHA platform.

  13. Composite school grants to ensure continuity of learning and at least 10% of it to be used for Water, sanitation and hygiene in schools.

The Department has started conducting the meetings of the Project Approval Board for approval of Annual Work Plan and Budgets of the states under Samagra Shiksha in the virtual mode so that the states and UTs can get timely approvals for implementation of the above interventions.

Further, ad-hoc grants to the tune of Rs 5228 crore have already been released to the states under Samagra Shiksha and an amount of Rs 2500 crore will be released soon to ensure continuity of various educational initiatives by the states and UTs.

All states and UTs have shared their strategy for continuing the learning process during the pandemic. It was reported that most of the children have received the textbooks and apart from this, various supplementary graded material has also been prepared by the states. Haryana and Gujarat shared the details about the assessment being done by the state while schools are not opened. Many states such as Jharkhand, Ladakh, Madhya Pradesh and Rajasthan have made digital apps to promote learning. The pivotal role of parents and communities have been highlighted by all the states and UTs. States and UTs also shared the details to promote online learning through digital devices, Doordarshan and Radio etc.

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“We Sleep on Walls Here”: Shubhanshu Shukla Talks to Indian Students from Space

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Shubhanshu Shukla interacts with students live from the International Space Station as part of ISRO’s Vidyarthi Samvad initiative.

Astronaut Shubhanshu Shukla, currently stationed aboard the International Space Station (ISS), answered questions from schoolchildren during a live interaction hosted under ISRO’s Vidyarthi Samvad Program.

The session, designed to bring students closer to the realities of space science, turned into a heartwarming and humorous conversation about food, sleep, and the sheer wonder of viewing Earth from space.

When asked how astronauts sleep in zero gravity, Shukla smiled and explained: “There is no floor or ceiling in space. Some of us sleep on the wall, some on the ceiling. We have to tie ourselves down so we don’t float away while sleeping.”

The conversation became sweeter when Shukla revealed that he brought familiar Indian flavours with him into orbit. “I have carried gajar ka halwa, moong dal halwa, and mango juice with me from India,” he said, to the delight of the young audience. He clarified that the halwa was specially medicated for space missions, not made at home — a detail that sparked laughter and curiosity alike.

The astronaut also spoke about daily life aboard the ISS, including how exercise is essential to counter microgravity. “We ride bicycles here, but there are no seats. We strap ourselves in with belts,” he told the children, who were both fascinated and amused by the image.

For Shukla, however, the highlight of being in space remains the view of Earth. “That blue sphere, that light mist… seeing Earth from here is the most beautiful experience. It’s hard to describe in words.”

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Addressing mental well-being, he shared how astronauts stay connected with their families. “Technology helps bridge the distance. We can talk to our loved ones, and that keeps us grounded — even when we’re not.”

Also present during the interaction was Group Captain Angad Pratap, a fellow member of the Gaganyaan mission crew, who encouraged students to consider careers in aviation and space science.

For many students, the session was a dream come true. “It felt like science fiction,” said one participant. “Now I believe I can go to space one day.”

As India continues its rapid progress in space exploration, conversations like these serve as reminders that inspiration is as critical as infrastructure — and that sometimes, a simple chat with an astronaut can launch the imagination of an entire generation.

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A Structural Proposal to Transform School Education in Bihar

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Political strategist Prashant Kishor speaking at an event (Source: EducationPost)

In a recent public interaction, political campaigner and policy strategist Prashant Kishor detailed a long-term education plan aimed at overhauling Bihar’s school system. Emphasizing structural change over symbolic efforts, Kishor’s proposal focuses on centralized excellence, increased parental choice, and a phased financial roadmap over a 10-year period.

At the heart of the model lies a shift from quantity to quality. Rather than building one school in every village, the plan envisions five world-class government schools per administrative block, inspired by the legacy of the prestigious Netarhat Vidyalaya. These institutions would be open to students from all socioeconomic backgrounds, with Kishor stating that school buses and transport access would ensure that no child travels more than 20 minutes to reach school.

For families dissatisfied with local government schools, the model introduces an alternative: state-funded access to private education. If a student opts for a regulated private school nearby, the government would bear the cost. According to Kishor, this mirrors global best practices and provides an immediate quality option while public school infrastructure is being upgraded.

Contrary to the common belief that government education is cost-free, Kishor highlighted that Bihar currently spends an average of ₹850 per month per child in public primary schools. In comparison, many private institutions operate at a lower cost. “It’s not about public versus private. It’s about outcomes and value,” he stated.

The financing strategy involves a three-part allocation of the current education budget:

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  1. Building new elite schools (500 per year; 5,000 in 10 years)

  2. Improving existing government schools

  3. Funding private education for low-income students where needed

The total projected investment over a decade is ₹1 lakh crore.

The proposal has triggered a wider conversation around efficiency, equity, and the future direction of school education in under-resourced states. While it has been shared in a pre-election context, the structural detail and comparative lens make it notable for educationists and policymakers nationwide.

As the national education landscape continues to evolve post-NEP 2020, Bihar’s unfolding discourse offers a compelling case study on scalable, outcome-driven reform.

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NIIT Foundation and YuWaah, UNICEF Launch Free Online Digital Marketing Course for Youth

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Online course aims to train underserved youth in digital marketing across three Indian states.

In a bid to support youth skilling in India, NIIT Foundation and YuWaah (a UNICEF India initiative) have jointly launched an Open Online Course in Digital Marketing as part of their #NayiDigitalDisha campaign.

The initiative has been rolled out in Rajasthan, Jharkhand, and Odisha and aims to reach 500 participants. The 8-week online program has been structured to be accessible to learners from underserved and remote areas. Upon completion, students will receive a credential assessed by NCVET and certified by NSDC.

The curriculum focuses on practical digital marketing skills including social media strategy, online customer sourcing, and campaign execution. Course development was led by NIIT Foundation, drawing on industry consultation and its prior experience in skill training.

According to the organisers, the goal is to provide industry-aligned learning opportunities to help learners secure employment and enhance their readiness for digital roles. Participants will receive certifications from both NIIT Foundation and YuWaah, UNICEF.

The program’s implementation coincides with India’s broader push towards a skilled workforce, aligning with national goals to build digital and job-readiness capacity by 2047. The digital learning initiative is part of a larger ecosystem supported by YuWaah that includes career guidance, leadership opportunities, and pathways to socio-economic participation for young people.

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Earlier success stories, such as a student securing job placements after course completion, indicate emerging results; however, the course’s full impact is yet to be assessed as it progresses through its first implementation cycle.

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National Conference Pushes for Common Standards Across School Boards

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DoSE&L convenes education leaders in Delhi to advance board equivalence and learning reforms under NEP 2020.

In a move set to impact India’s school education ecosystem, the Department of School Education and Literacy (DoSE&L), Ministry of Education, convened a high-level National Conference on Curricular and Assessment Equivalence of Boards and Improving Learning Outcomes at Sushma Swaraj Bhawan, New Delhi.

With over 250 senior officials from education departments, boards, SCERTs, and autonomous bodies like CBSE, KVS, and NVS, the conference reflected a coordinated push to align learning outcomes and assessment standards across India’s diverse schooling systems.

Chaired by DoSE&L Secretary Sanjay Kumar, the sessions explored how India can move toward competency-based education while ensuring fairness and flexibility for States/UTs. He emphasised that equivalence in curriculum and assessments is essential as India modernises its academic benchmarks in line with NEP 2020.

A key highlight was the launch of the PARAKH Rashtriya Sarvekshan Dissemination Portal, giving open access to national and state-wise data on student performance. The tool is designed to help States/UTs craft targeted improvement plans.
Prof. Indrani Bhaduri, CEO of PARAKH, also unveiled the findings from the 2024 National Survey, highlighting district-wise variations and prompting calls for data-driven, localised reform.

Best practices from six States/UTs — including Kerala, Punjab, UP, and Maharashtra — offered a practical lens on how systemic innovations can drive classroom-level change.

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The conference also delved into board equivalence frameworks, with seven State Boards — including Andhra Pradesh, Assam, Goa, and J&K — presenting models for alignment of curricula, assessments, and evaluation standards.

CBSE Chairperson Rahul Singh spoke on school quality assurance, urging emphasis on self-evaluation and data transparency.
The conference spotlighted the School Quality Assessment and Assurance Framework (SQAAF) and called for the establishment of State School Standards Authorities (SSSA) in every State/UT.

Further, the session on vocational education equivalence underscored the importance of recognising school boards as vocational awarding bodies — a step towards seamless academic–skill integration and lifelong learning.

Ready Reckoner videos, Holistic Progress Cards (HPCs), and tools for continuous, child-centric evaluation were also introduced, aimed at embedding NEP’s vision in day-to-day school practice.

The event concluded with a collective reaffirmation: building an equitable, high-quality education system will require collaborative governance and commitment to learning for all.

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Maharashtra: Over 8,000 Villages Lack Schools, CCTV Compliance Still Patchy

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Thousands of Maharashtra villages still lack schools or CCTV, despite legal orders.

More than 8,600 villages in Maharashtra remain without a single school, according to a recent report by the state’s Women and Child Development Department.

The gap isn’t just in classrooms. Nearly half of all government schools in the state have failed to install CCTV cameras, despite a Bombay High Court directive issued over a year ago mandating the move for student safety.

The numbers come from an internal state government communication that has now surfaced publicly, raising concerns about Maharashtra’s compliance with both the Right to Education (RTE) Act and judicial orders.

While urban education garners attention with smart classrooms and NEP pilot projects, rural Maharashtra still contends with the fundamentals: no schools, no surveillance, and often, no real learning environment.

The CCTV issue, though seemingly minor, ties directly to concerns about student safety and teacher accountability, especially in government-run schools where complaints often go unaddressed. The High Court directive had explicitly asked for CCTV cameras to be installed in all government school premises. Yet, as per the report, only 53% of schools have complied so far.

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Educationists and civil society groups have pointed out that the absence of schools in over 8,000 villages violates the RTE Act’s basic requirement of ensuring a primary school within a 1-km radius of every habitation. These gaps disproportionately affect students from marginalized communities who lack access to private schooling options or reliable transportation.

While the state has announced new digital initiatives and curriculum reforms, this data signals the urgent need for parallel investment in basic school infrastructure and safety mechanisms, especially in rural and tribal regions.

If Maharashtra is serious about achieving educational equity, the solution isn’t just in policy blueprints or digital dashboards — it’s in ensuring that every child has a safe, functional school to go to.

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Haryana to Offer Free After-School Coaching for JEE, NDA Aspirants

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Haryana to support govt school toppers with free coaching for JEE and NDA

In a push to democratize access to competitive exams, the Haryana government has announced a free after-school coaching initiative for meritorious students in government schools. The scheme will initially roll out in 26 educationally backward blocks, targeting students aspiring to crack entrance exams like JEE (Joint Entrance Examination) and NDA (National Defence Academy).

The move is designed to level the playing field between private and government school students, many of whom lack access to the coaching ecosystem often necessary for success in high-stakes exams.

According to the Education Department, only those students who score above 60% in Class 10 and rank among the top 500 in state-level merit lists will be eligible for the coaching. The classes will be held in selected schools after regular hours.

Officials said that around 100 government school teachers have been identified to undergo training from expert faculty members from IITs and coaching institutions, ensuring quality instruction that mirrors national standards.

The initiative will be implemented in partnership with the national not-for-profit organization, the Rashtriya Avishkar Abhiyan, and aims to align with the broader goals of the NEP 2020 by enabling access, equity, and excellence in education.

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By empowering students with structured coaching support—often inaccessible due to financial or geographic barriers—the Haryana government signals its intent to redefine what government schooling can offer in a competitive academic landscape.

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Telangana CM Calls for Overhaul of Intermediate Education in Telangana

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CM Revanth Reddy calls for targeted reforms to improve Intermediate education outcomes across Telangana.

In a review meeting held at the Command Control Centre, Telangana Chief Minister A Revanth Reddy instructed education officials to take urgent steps to ensure students who complete Class 10 successfully transition into and complete their Intermediate education.

This directive stems from a persistent gap: while many students clear the Class 10 SSC board exam, a sizable number fail to complete the next academic stage. The CM has asked for a detailed study of the education policy for Classes 9 to 12 to identify where the system is failing and how it can be made more responsive to students’ needs.

Reddy emphasized that Intermediate education is a crucial link in helping students build careers and that adequate career guidance must begin at the college level. He directed officials to work on specific interventions to improve pass percentages in the intermediate board exams.

The review also touched on infrastructure: from proposing that every school fly a national flag to demanding regular updates on the construction progress of Young India Residential Schools. The CM expressed concern over the slow pace of infrastructure projects and instructed officials to accelerate tender processes, especially for the Veeranari Chakali Ilamma Mahila Vishwa Vidyalayam (Women’s University) expansion.

Funding was another key focus, with Revanth asking departments to coordinate with the Centre to ensure that Telangana receives its full share under centrally sponsored schemes.

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The policy emphasis is clear: a push for a seamless Class 10 to Intermediate pipeline, improved exam outcomes, stronger infrastructure, and better career preparation for young learners.

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Indian Astronaut Shubhanshu Shukla to Connect with School Students Live from Space

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Shubhanshu Shukla, currently aboard the ISS as part of the Axiom-4 mission, will connect with Indian students via ham radio on July 4.

Indian astronaut Shubhanshu Shukla, currently on a 14-day scientific expedition aboard the International Space Station (ISS) as part of the Axiom-4 mission, is scheduled to interact with school students and ISRO engineers on July 4.

The communication will take place via ham radio, through a telebridge set up at the U R Rao Satellite Centre (URSC) in Bengaluru. The session is facilitated by the Amateur Radio on the International Space Station (ARISS) programme, which enables students to engage with astronauts in orbit.

The interaction is scheduled for 3:47 PM IST and will offer participating students an opportunity to ask questions directly to Shukla, who is joined on the mission by three other astronauts.

Shukla has been conducting various scientific experiments during his stay aboard the ISS. These include deploying and imaging space microalgae samples, which are being studied as a potential food source for long-duration missions. He has also participated in the Neuro Motion VR project — involving brain activity tracking through VR tasks in microgravity — and contributed to the Telemetric Health AI study, which uses biometric data and analytics to study cardiovascular and balance changes during spaceflight.

The Axiom-4 mission, organized by Axiom Space, focuses on scientific research in space with potential applications in both space exploration and Earth-based health systems.

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Are 4-Year Degrees Dead? Nikhil Kamath and the WEF Say Lifelong Learning Is Here to Stay

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Nikhil Kamath and the World Economic Forum say lifelong learning is vital as skill gaps, automation and reskilling reshape the future of jobs. (AI generated representational image)

Nikhil Kamath has a stark prediction about higher education: “The days of 4-year college courses are over. Lifelong learning is the new norm, for everyone.” The Zerodha co-founder’s words landed just as the World Economic Forum’s Future of Jobs Report 2025 painted an equally urgent picture — one of seismic disruption, skill churn, and a workforce that can no longer survive on static degrees alone.

The report’s findings are a wake-up call for students and professionals alike. Upskilling and reskilling have moved from corporate buzzwords to a matter of survival. Even though 75% of employers feel confident about upskilling their current teams, 38% admit they’re worried about the skill readiness of new graduates. By 2030, one in nine workers could miss out on any training at all, stuck in roles destined to disappear.

The WEF’s data is blunt: 39% of today’s core job skills will become obsolete within this decade. And the threat looms larger for countries like India, Egypt and the UAE, where nearly half of the workforce could face skill obsolescence. Already, 63% of global employers say skill gaps are stalling their operations.

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Yet, the same storm of change is also throwing open new doors. An estimated 170 million new jobs will be created globally by 2030, even as 92 million roles fade away under the weight of automation and shifting trends — a net gain of around 78 million jobs. Green transitions and tech advancements are expected to swell the ranks of farmworkers, delivery drivers and software developers. Meanwhile, cashiers, clerks and other repetitive roles may become relics of the past.

The nature of these new jobs demands an entirely different mix of skills. It’s not just about coding or crunching data — the top 10 skills for 2030 range from AI and big data, cybersecurity, and technological literacy to timeless human traits like creative thinking, analytical thinking, resilience, and an open mind for lifelong learning itself. When the WEF says curiosity is now a core skill, you know the classroom is no longer a place — it’s an attitude.

Automation continues to accelerate this shift. In 2024, machines handled about 22% of work tasks; by 2030, they’ll manage 34% — while human contributions shrink proportionally. Some companies are responding by retraining their teams (77%), hiring AI-savvy talent (69%), and cutting roles that can’t evolve (41%). It’s a delicate dance of staying ahead, or falling behind.

In India’s context, the stakes are doubly high. On one hand, the country shines in inclusive hiring — 95% of Indian employers report robust DEI policies compared to the global average of 83%. They’re opening doors to women, people with disabilities, Gen Z youth, and even older workers. But India’s looming skill obsolescence means our famed engineering and MBA degrees may become only the starting point, not the destination.

So what does all this mean for those reading this now — whether you’re a student, teacher, or mid-career professional wondering what comes next? It means the idea of a single degree equalling lifelong job security is truly dead. In its place comes the unending task of staying relevant: adding a new skill here, learning a new tool there, never letting curiosity dry up. It means seeing every workplace as a classroom, every mistake as a lesson, and every new technology as a chance to expand your toolkit.

There’s no doubt this can feel intimidating — but it’s also strangely freeing. Careers are no longer single-lane highways; they’re winding, branching trails with countless on-ramps. You can pivot at 30, 40 or 60. You can reinvent yourself as often as you’re willing to learn. If Kamath’s words are a battle cry for the modern learner, the WEF’s report is the field map: adapt or risk being left behind.

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The next decade belongs to the endlessly curious — the learners, the reskillers, the ones who refuse to stay still. So here’s a thought to hold onto: when the world changes this fast, there is one certainty that stays — your willingness to change with it.

Key Stats at a Glance

  • 39% of today’s core job skills will be obsolete by 2030

  • 63% of global employers already feel the pain of skill gaps

  • 170 million jobs expected to be created by 2030

  • 92 million jobs likely to be displaced

  • 77% of employers plan to reskill current staff

  • 69% plan to hire AI-skilled talent

  • 41% may downsize roles that don’t adapt

  • India: 95% of employers report DEI policies — the highest globally

  • India, Egypt & UAE forecast the highest rates of skill obsolescence (38–48%)

  • Automation’s share of tasks will rise from 22% to 34% by 2030


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UGC Cracks Down on 89 Institutes Over Anti-Ragging Failures

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University Grants Commission (Image: UGC on X)

In a firm push for accountability, the University Grants Commission (UGC) has issued show-cause notices to 89 higher education institutions for failing to comply with mandatory anti-ragging regulations. The defaulters include some of India’s most prestigious institutions—17 of which are Institutes of National Importance—including IIT Bombay, IIT Kharagpur, IIT Hyderabad, and IIM Bangalore.

These institutions, despite repeated advisories, failed to submit the required anti-ragging undertakings from students and institutional compliance reports. The lapses have been termed a “significant violation of regulatory norms” by the UGC, raising serious concerns over student safety and campus climate in India’s top educational spaces.

A notice dated June 9, signed by UGC Secretary Prof. Manish R Joshi, has directed all 89 institutions to respond within 30 days by submitting comprehensive compliance reports, securing online anti-ragging affidavits from all students, and detailing both current and planned anti-ragging mechanisms.

If the institutions fail to act within the deadline, consequences may include withdrawal of UGC grants, public disclosure of non-compliance status, and potential derecognition or withdrawal of affiliation.

Among the list of defaulters are the Indian Statistical Institute, Kolkata, AIIMS Raebareli, Aligarh Muslim University, RGIPT Basar, and several National Institutes of Design.

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The issue becomes even more urgent in light of recent ragging-related incidents and an increasing perception of campus hostility. “Institutions must treat this as a matter of utmost urgency. Your prompt compliance will be essential in upholding institutional responsibility towards student welfare,” reads the UGC’s statement.

Ragging has no place in modern education, especially not in a country positioning itself as a global knowledge leader.

In 2025, with India’s education sector expanding in reach, recognition, and responsibility, compliance with anti-ragging norms shouldn’t require reminders. It should be a given.

As the world watches Indian institutions climb global rankings, student safety and well-being must remain central, not as compliance checkboxes, but as part of the educational culture we aspire to build.

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