Knowledge

Effective teacher training makes all the difference to students’ learning outcomes

It is an acknowledged fact that no education system in the world has excelled without making a significant investment in building a cadre of quality teachers. Attention is shifting from quantity – ensuring all children are in school – to providing quality education.

Published

8 years ago

November 18, 2017

Nichola Pais

The long-neglected realm of teacher training is finally getting the attention it deserves, even if partially motivated by the threat of termination. Come August 2019, all teachers who lack the minimum qualifications mandated under the Right To Education Act, 2009, will be barred from continuing in service. That’s as far as certification goes. The real relevance of teacher training goes much deeper. It is an acknowledged fact that no education system in the world has excelled without making a significant investment in building a cadre of quality teachers. Attention is shifting from quantity – ensuring all children are in school – to providing quality education. And it is this weak link in the Indian education system that needs to be improved, sooner rather than later.

With teacher training often considered important only for procuring a job, quality invariably suffers. If teacher training is to be an ongoing process – to improve the quality of teachers, and thus of students – on whom does the onus lie for the effective training of our teachers? And what are the resources best recommended by educators to effectively train teachers? Read on for an assessment by industry leaders…

Need of the Hour

Nisha Rana, Principal, BRCM Public School, Bhiwani

“Keeping in mind the modern pedagogy and responsibility of a teacher today, it is imperative that the teachers should have the requisite qualification to be a teacher,” says Nisha Rana, Principal, BRCM Public School, Bhiwani. “Teaching qualifications typically involve subject matter expertise, psychological awareness and classroom management. To provide teachers with the greatest chance of success, they need to have completed a teacher preparation program that provides them with knowledge, experience, and guidance. When this does not happen, we not only risk teachers leaving the profession quickly, but more importantly, we risk the education of entire classes of students. With the changing scenario, there is a lot of change in the curriculum and teaching techniques. The day-to-day innovation in technology has tremendously affected the teaching techniques and become the integral part of teaching. Students deserve the best we can offer them. We definitely want those with a natural aptitude to go into teaching, but that aptitude needs to be refined and developed through proper training. I feel the April 2019 deadline is a long-due corrective remedy and teacher training is finally getting its due.”

Shalini Nambiar, Vice President, GEMS Education

“The framing of the New Education Policy (NEP) provides us with an opportunity to review and redesign the current teacher education programmes,” affirms Shalini Nambiar, Vice President, GEMS Education. “Teachers need to be viewed as professionals who require multiple skills to do their job, and accordingly professional standards need to be built into all teacher education programmes. These programmes must focus both on building an essential knowledge base, as well as skill sets required for making a difference in the classroom. Importantly, they must locate the professional development of teachers within the larger socio-cultural, economic and political context of contemporary India. Teachers need to be made more accountable through enhanced involvement of the school management committees, recognizing the need for supportive supervision and incentives to ensure teacher performance and accountability.”

Seema Handa, Director, Eklavya School, Jalandhar

“Not just teacher training, most professions require on-going updation of knowledge and skill,” vouches Seema Handa, Director, Eklavya School, Jalandhar. “It is encouraging that finally attention is being focused on teacher training. Highly trained teachers with regular up-skilling will help the Indian education system to finally catch up with the rest of the world, somewhat like we have in the field of digital and internet technology.”

Harpreet Randhawa, Director, VInspire Training & Consultancy Pvt Ltd

Harpreet Randhawa, Director, VInspire Training & Consultancy Pvt Ltd adds, “Teachers who do not fulfil the minimum qualifications mandated are given the appropriate opportunity to undergo upgradation of qualification along with training and skills development. With the right approach, appropriate need analysis, and fixing of timelines, teacher training will get its overdue recognition.”

Deeper Relevance

Fatema Agarkar, Co-founder, KA EduAssociates

Beyond the need for certification, teacher training has a deeper relevance. As Fatema Agarkar, Co-founder, KA EduAssociates, one of the most sought after teacher training institutes for its skill-based and customised training to cater to 21st century learning, explains it, “As a nation, we need to recognise that schools are responsible for shaping our future as these children eventually take their place in the world and will be leading decisions that may affect us economically or politically. So those shaping their world today, simply need to be highly capable of managing children and their individual needs – get them to create and ideate more so that they can think of solutions for problems that exist today. Qualifications alone do not define this – qualifications give you a base, but there is a lot of skilling required thereafter and in a sustained manner to ensure that teachers cope with a changing world and its competitive demands. So in a way, this corrective step (and I won’t get drawn into a debate of late or early because I have more pressing concerns) is one way of looking at addressing the current situation that warrants better teaching learning processes.”

Fatema affirms that she has interacted with several teachers as part of various NGO volunteering programs, who are perhaps more inspiring than qualified and experienced teachers simply because their passion to make it simpler and decode the subject is far greater than the need to deliver facts or simply test children. “They are looking for that spark in the child and working towards it. So personally, I believe that skilling a teacher, sustained teacher training is what I am more excited about and this is with or without qualifications.”

Quality Improvement

“At the crux of the education system is the most important person – the ‘Teacher’, who is also the most neglected person in our system,” points out Shalini Nambiar. “People are spending crores to build a great school, with fancy building but the amount of funds allocated to teachers is peanuts. First and foremost to attract good quality teachers one needs to pay them well; after all, if we pay peanuts we will only get monkeys. The framing of the New Education Policy (NEP) provides us with an opportunity to review and redesign the current teacher education programmes. Teachers need to be viewed as professionals who require multiple skills to do their job, and accordingly professional standards need to be built into all teacher education programmes. These programmes must focus both on building an essential knowledge base, as well as skill sets required for making a difference in the classroom. Importantly, they must locate the professional development of teachers within the larger socio-cultural, economic and political context of contemporary India.” She believes teachers need to be made more accountable through enhanced involvement of the school management committees, recognizing the need for supportive supervision and incentives to ensure teacher performance and accountability.

Savita Venkat, Chief Development Officer, Bombay Cambridge International School

Savita Venkat, Chief Development Officer, Bombay Cambridge International School, Andheri (W), adds, “Teacher training, teacher upgradation programmes, and teacher credibility is to be tested and done periodically. We need to establish a clear cut recruitment policy with competency matrix, have an almanac for teacher training. The area of training is confirmed at the time of yearly appraisal where gap and growth can be identified and the institution organizes training and upgradation in these programmes. Having a monitoring and supervision plan in place will surely help in gathering quality teachers.”

An Ongoing Process

R K Ranavat, Principal, Oxford International School, Rajkot

According to R K Ranavat, Principal, Oxford International School, Rajkot, the government’s NEP makes it critical to focus on teachers and teacher education to ensure quality education. “Teachers need to be made more accountable through enhanced involvement of the school management committees, recognising the need for supportive supervision and incentives to ensure teacher performance and accountability, as well as use of technology to monitor teacher attendance and curb absenteeism. New teachers have many challenges that they face each day. Teacher training helps prepare new teachers for these challenges. While teacher training and student teaching won't completely prepare new teachers for every issue they will face, it can help them feel more confident about many common problems that arise for teachers each day. Without this background, teachers might feel like failures and eventually give up,” he opines.

Anuradha Govind, Principal, J M International School, Dwarka

“It’s a teacher who builds the nation. It’s the cadre of transformational teachers who have the power to change the outlook, thought process and character of an entire generation of our young citizens and therefore it’s not just our responsibility but an inevitable necessity for us to invest in building innovative teachers, productive teaching, holistic curricula and child-centered schools,” avers Anuradha Govind, Principal, J M International School, Dwarka. “The education system of our country needs loads of accountability and tons of integrity with the vision for nurturing 21st century skills in our children. For that we need to break free of conventions and think afresh. No education system in the world has excelled without making a significant investment in building a cadre of quality teachers, is a fact. But before investing, we also need to first ensure what we understand by ‘Quality’. We must begin with understanding our aims for our children. What kind of citizens do we want to produce? To make this possible what kind of knowledge and skills should our children possess? For such 21st century knowledge and skills, what kind of curricula, learning resources and teaching-learning methods will be required? What kind of wisdom, proficiency, ability, skills, talents, personality, value-systems, and knowledge base do we need in a teacher who could be able to make all our children happily acquire all of that? We need to keep in mind our goals and redesign our vision, education system, curricula, learning resources, learning environment, methods of teaching and assessment with a shift from ‘teaching’ to ‘learning’, from ‘marks’ to ‘excellence’, from ‘degree’ to ‘ability’, in order to ‘rectify’ this ‘weak link’ in education and develop some awesome teachers who would develop an amazingly skilled sensitive, responsible and dignified generation of 21st century global citizens.”

Taking Onus

Anuradha Govind likens it to a bitter pill to swallow, when she maintains that most of the teacher training courses like and B.Ed, NTT and many of the institutions which offer them, are not being able to play a role bigger than offering a certification for a job. “Sadly, there is hardly any vision for anything other than some redundant text to be crammed and writing a set of stereotypical exam, which is nowhere about any kind of ‘productive’ learning, excellence or ability to be the teacher who will produce a generation of thinkers and problem solvers with all round personalities.” The truth, she says, is that most of the ‘eligible’ degree holders do not enter the education arena with an ability, intent and passion to make a difference. “Let’s admit the fact that the outlook mostly is towards ‘a job of convenience’; nowhere close to a ‘mission to transform lives’. The onus for this lies on our entire system and everyone who is a part of this machinery,” she avers. “We have been so far failing to attract the right kind of talent towards a career in teaching. We have not been able to give the teaching profession a sought after and desirable status in the minds of our people like that of engineering, medicine and many others. We, on an urgent basis, need to restructure our teacher training programmes and the constant learning, ongoing training, brain-storming, and motivation are as vital to the quality of education as is oxygen for living.” Now that is an indication of the passion needed to take onus and take it forward dynamically!

Dr Swati Popat Vats, President – Podar Education Network

Dr Swati Popat Vats, President – Podar Education Network believes it is the schools that should take on the responsibility for conducting refresher courses for teachers. “There is so much changing in global education trends that schools must ensure that their teachers are up to date with latest research and practices. In IB board accreditation process they check what trainings the staff has undergone in the last few years, similarly the other boards should make it a mandatory point in their accreditation process.”

Seema Handa avers that with the tech revolution already in place, cost and availability of tech is no longer the major issue. “India’s challenge remains its huge numbers! Pockets of excellence exist but to scale up in a vast country like India with its geographical and demographical diversity, requires both government and individual endeavor,” she points out. “Schools-Teachers-Parents are engaged in the same enterprise; that of educating young children. This triangle is duly supported by the government, non-government, public and private enterprises. So the onus lies on all of us – the government, society at large, the schools, and most importantly on the parents. As long as the parents remain focused on premium brands or infrastructure, the quality of teachers and the quality of education will continue to suffer. As soon as the focus shifts to the quality of education being imparted in a school, we shall see a major upswing in the quality of teachers and hence their teaching,” she states, adding, “At the same time, the government and policy makers need to give direction to the change being sought.”

“As a decision maker in school, it is critical to take stock of the situation and know your strengths and challenges and create a road map ahead for what the priorities are,” maintains Fatema Agarkar. She believes that the responsibility cannot rest solely on the shoulders of the management. “Teachers must take responsibilities independently to upskill and upgrade themselves which shows commitment to your passion too. This partnership of organisation and self may get quicker results that a one sided approach and ultimately, whether you part of the management or a teacher, there is an unwritten rule in the education code of the conduct – and that is we owe it to that unassuming child to deliver content is the best and most effective way possible. Hence, it is everyone's responsibility.”

The Way Forward

Fatema Agarkar recommends “a combination of online and face to face sessions, hands-on case study discussions, exposure to an alternative industry or industries as grounds for learning how to manage time etc.” She adds, “Social media makes it so easy to partner other educators via closed and open books to get help in case you are stuck with a problem etc. Time spent in research and how to research effectively will be an important resource tool. Teachers need to be trained by experienced trainers who combine best practices and research, hands-on, implementable strategies and their own personal expertise of being in a classroom. The quality and flexibility of the trainer makes all the difference as teachers need to know how to apply the knowledge amassed in the context of their classrooms.”

As Dr Swati Popat Vats puts it, “Teachers require a minimum qualification that prepares them to teach their subject matter, prepares them about understanding children and also supports them to understand lesson and curriculum planning and implementation with different types of learners in the classroom. Also we do include special education but are our teachers really equipped to deal with all kinds of learning delays and difficulties and gifted and talented children in the class? It is time we really respected our teachers and it can be done with the following-

1. Revamp the present B.Ed. program so that globally relevant practices like brain research, dealing with challenging behavior, life skills are all included.

2. Ensure that teachers undergo a refresher course every two years.

3. Keep a minimum wage benchmark for both government and private schools.

4. Teachers should not be allowed to take tuitions unless mandated for a child by a special educator. It is commercialization of teaching that has brought down the standards in the classroom and the respect value in parents and society for teachers.

5. Teachers to be not used for other government related work like elections etc.

6. Teachers to be given minimum facilities like free travel, free medical and access to computers and internet and library for their research and curriculum planning

Harpreet Randhawa advocates a four-pronged approach – “Teachers active in the profession should undergo face to face soft skills and behavioural skills training as we do in other professions. B.Ed/ M.Ed also needs to be upgraded, and aptitude tests and assessments made mandatory. Teacher training institutes by the government should be instituted and the right people be selected to run and implement the courses. Finally, academicians should be involved to ensure the quality is maintained more than the promoters. I do understand it is the number game and a business model without doubt, but like health sector, education sector needs to be secured by the government for coming generation to produce teachers. Else we shall have robots programmed to teach and who knows an applied version of e-schooling would be developed wherein you need no school, no teacher and institutions are run remotely!”

“Access to technology can be a great equalizer,” believes Seema Handa. “With government support, linked with private enterprise, pedagogy and best practices from around the world can be adapted and implemented in the Indian context. Identifying the ground-breaking work already being done in certain pockets of India and bringing it mainstream will be another resource which can be tapped. We must tap into India’s huge reservoir of traditional wisdom and value-based education system, and reinvent the present education system, making it relevant in the 21^st century.”

According to Shalini Nambiar, a “well-developed PD programme with internal and external resources is key. Each teacher must observe at least two of her co-workers classes per week. Internal trainings are most effective as the school knows its needs and can plan individualized programmes to effectively train the teachers.”

Key resources, according to Savita Venkat, would be the Cambridge teaching and learning diploma for teachers, HUB trainers for education, subject specific training by authors and subject experts, IBDP teacher training, teacher training conducted by NCERT and ICSE boards as well as enrichment programmes by the British Council.

Dr Ranavat recommends approaching the challenge of poor quality education and growing shortage of teachers by connecting qualified teachers to develop their own teaching practice to inspire and empower communities of teachers around the world. “Our teacher training should lead teachers through cycles of workshops, observations and coaching to enable them to become self-reflectors and continuously improve their own teaching and encourage colleagues to do the same.”

Teaching and learning go hand in hand, which makes it necessary for the schools to have teacher training modules which are well knit in the curriculum and should cater to the demands of teaching fraternity which may arise during the teaching learning process, opines Nisha Rana. “A good teacher training program should be like a support for teachers to sharpen their tools as and when required. It is important that schools recognize the importance of well-structured teacher development programs which are in tandem with the teaching learning requirements of the schools. Teacher development programs should be given their due importance in the curriculum as they have a great role to play in the students’ performance and development. There is also great need to understand and research various models for the same and simultaneously let them voice out their requirements to enable better teaching learning practices.” Among the measures she recommends are web based resources, regular training sessions to hone computer skills, frequent in-house motivational workshops to be conducted by head and senior teachers, regular counselling sessions by motivational experts and subject experts, proper annual assessment of all teachers, and provision of opportunity given to teachers for their self-improvement.

Dr Swati also recommends that teachers invest in their own training. “Teachers should read books written by educators like Alfie Kohn, John Holt; become members of teacher discussion groups and forums; connect with educators on LinkedIn and Facebook; read essential blogs by educators; invest in magazines like ScooNews, Education World, and Brain feed etc. and stay updated; and attend workshops, seminars, and conferences both online and face to face.

As Rana summarises, “Remember; every teacher who is not learning and growing will result in students who are not learning and growing at some level. Poor and ineffective professional development hurts teachers. It hurts their students. It hurts their community and, since quality education is so highly correlated with economic growth, it hurts their nation.”

…Still think too much of a fuss is made of teacher training?

This was the cover story in our November 2017 issue.

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

Published

6 days ago

September 11, 2025

Namita Mehta

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

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

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

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

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

What these changes mean for Indian students

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

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

How admissions counsellors and schools can guide students

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

Looking beyond the US and UK

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

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

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

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

This article is authored by-

Namita Mehta- President and Partner, The Red Pen

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

Education

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

Published

1 week ago

September 8, 2025

Dhruv Chhabra

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

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

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

A Journey Worth Remembering

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

Literacy in the Age of Screens

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

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

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

The Missing Lessons

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

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

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

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

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

Education

Beyond the Numbers: Reading Between the Lines of UDISE+ 2024–25

Published

3 weeks ago

August 29, 2025

Dhruv Chhabra

The UDISE+ 2024–25 report highlights progress in teachers, dropouts, and infrastructure, but deeper challenges in quality, access, and inclusion remain. (AI generated image for representational purposes)

The Ministry of Education’s latest Unified District Information System for Education Plus (UDISE+) 2024–25 report offers an important snapshot of India’s school education. The numbers reveal progress across teachers, enrolments, infrastructure, and gender representation. But as with any large-scale dataset, the fuller story emerges when these achievements are held against persistent challenges on the ground.

Key Improvements Highlighted in the Report

Teachers and Student Ratios

For the first time, India has crossed the one crore mark in the number of teachers. From 94.8 lakh in 2022–23 to over 1.01 crore in 2024–25, the increase represents a 6.7% rise within two years. The Pupil-Teacher Ratio (PTR) too has improved sharply, now standing at 10 for the foundational stage, 13 at the preparatory level, 17 in middle school, and 21 in secondary. All of these are comfortably better than NEP 2020’s recommendation of 30:1, suggesting children now have more access to individual attention.

Dropouts and Retention

Dropout rates have fallen across the board. At the preparatory stage, they are down to 2.3%; in middle school to 3.5%; and in secondary to 8.2%. Retention, meanwhile, has climbed, with 92.4% of students staying on through the preparatory stage, 82.8% at middle, and 47.2% at secondary—supported by the increase in schools offering higher grades.

Transition and Enrolment

More children are continuing their education without breaks. Transition from foundational to preparatory is up to 98.6%, and from middle to secondary to 86.6%. Gross Enrolment Ratio (GER) has also risen, with secondary education seeing an uptick from 66.5% to 68.5%.

Infrastructure Growth

Infrastructure remains a bright spot. Over 93% of schools now have electricity, 99% provide safe drinking water, and 97% are equipped with girls’ toilets. Computer access has grown to 64.7%, internet access to 63.5%, and more than half of schools now have ramps and handrails, improving accessibility.

Gender Representation

Representation of women in teaching has crossed 54%, and girls’ enrolment has edged up to 48.3%, showing slow but steady progress towards gender parity.

Where the Numbers Need Context

While the report reflects genuine gains, the full picture requires a closer look at what these numbers mean in practice.

Teachers: Quantity vs Quality

Crossing the one-crore milestone is historic. Yet reports continue to highlight shortages in subject specialists and concerns about teacher training. A strong student-teacher ratio is valuable only if classrooms are led by well-prepared, motivated educators.

Dropouts: Regional Gaps Persist

The steady fall in dropout rates is promising, but averages mask uneven realities. States like Bihar still struggle with alarming dropout figures, particularly among girls and marginalised communities. National averages hide state-level realities.

Access Without Schools

It is encouraging to see single-teacher and zero-enrolment schools on the decline. However, the deeper problem isn’t just these schools but the absence of schools altogether in thousands of villages. Maharashtra alone has over 8,000 villages without schools. That’s not a statistic you’ll find in the UDISE+ summary, but it matters when we talk about access.

Digital Infrastructure: From Presence to Practice

Computer and internet access are on the rise, yet, other surveys suggest that many of these facilities remain underused, serving as placeholders for inspections rather than as tools for learning. Less than a quarter of India’s 1.47 million schools have smart classrooms. Digital literacy among students and teachers is patchy at best. So while infrastructure is expanding, its integration into actual pedagogy lags far behind.

Inclusion: Beyond Ramps

Ramps and handrails are a welcome start, but inclusion for children with disabilities requires much more. How many schools have accessible toilets, special educators, or learning aids for children with disabilities? And the bigger question: how many children with disabilities are actually enrolled and attending school regularly? Current data rarely tells us this.

Gender: Representation Without Leadership

Girls’ enrolment is up slightly to 48.3%. Female teachers now account for 54.2% of the workforce. Encouraging signs, yes. But leadership remains a male stronghold. Across higher education, only about 9.5% of institutions in India are led by women. At the school level too, women remain underrepresented in principal and leadership roles. Representation in classrooms is improving; representation in decision-making is not.

Reading the Report Holistically

The UDISE+ 2024–25 findings point to a system that is steadily improving access, retention, and infrastructure. But progress cannot be measured in isolation. Numbers must be matched with quality, access must be inclusive, and representation must extend to leadership. A fuller picture of Indian education comes not from rose-tinted fragments but from an honest balance of achievements and unfinished work.

Edutainment

Weaving Social-Emotional Learning into the Curriculum

Published

3 weeks ago

August 28, 2025

Team ScooNews

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

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

What is Social-Emotional Learning?

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

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

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

Why Should SEL Be Part of the Curriculum?

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

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

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

How SEL Fits into Different Subjects

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

Practical Ways to Embed SEL into Curriculum

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

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

Final Sum-Up

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

This article is authored by-

Ranjith P C, Head- Curriculum Excellence, TVS Education

Education

Education with Purpose: Shaping Responsible Learners for a Better Tomorrow

Published

3 weeks ago

August 26, 2025

Shishir Jaipuria

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

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

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

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

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

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

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

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

This article is authored by-

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

Education

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

Published

3 weeks ago

August 25, 2025

Dr. Silpi Sahoo

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

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

From Emotion to Competence

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

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

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

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

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

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

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

Young Adulthood (18+) – Empathy as Leadership Skill

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

Beyond Awareness to Application

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

The 21st-Century Payoff

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

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

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

Education

Math Meets Machine: How AI Is Revolutionising Classroom Learning

Published

1 month ago

August 12, 2025

Team ScooNews

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

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

Cracking the Code: Why Math Needs a Makeover?

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

Enter AI: The Digital Math Mentor

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

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

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

What’s Next? The Future of Math + AI

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

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

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

This article is authored by-

Ranjith P C, Head Curriculum Excellence, TVS Education

Education

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

Published

1 month ago

August 7, 2025

Team ScooNews

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

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

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

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

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

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

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

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

Education

Teaching Privilege: Why It Belongs in Every Classroom

Published

2 months ago

July 25, 2025

Dhruv Chhabra

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

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

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

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

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

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

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

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

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

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

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

Education

India Plans Unified Higher Education Regulator: What the HECI Bill Means

Published

2 months ago

July 25, 2025

Team ScooNews

India proposes HECI to subsume UGC/AICTE/NCTE, promising unified standards for higher education

India is on the verge of a major overhaul in how it governs higher education, with the government aiming to replace the University Grants Commission (UGC), All India Council for Technical Education (AICTE), and National Council for Teacher Education (NCTE) with the proposed Higher Education Commission of India (HECI). The move, aligned with the National Education Policy 2020, seeks to create a more efficient, autonomous, and accountable regulatory system.

Why Replace UGC, AICTE & NCTE?

The current structure—with multiple agencies overseeing different sectors—has long faced criticism for being fragmented and bureaucratic. Overlaps in jurisdiction, slow decision-making, and limited autonomy for institutions have prompted calls for reform. Committees like the Yash Pal and National Knowledge Commission have recommended a unified regulator to reduce red tape and improve coordination.

What HECI Will Look Like

According to the draft and Lok Sabha updates by Education Minister of State Sukanta Majumdar, HECI will have four independent verticals:

Regulation (NHERC) – compliance and governance
Accreditation (NAC) – quality assurance
Grants (HEGC) – performance-based funding
Academic Standards (GEC) – curriculum and learning outcomes

This “light but tight” approach aims to foster innovation and autonomy while maintaining integrity and transparency.

Potential Benefits

Streamlined oversight: Instead of navigating multiple authorities, institutions will liaise with one regulator.
Better resource allocation: Integrated funding vertical offers performance incentives, echoing models in the UK and Australia.
Unified standards: Accreditation and curriculum will be uniform, reducing interstate disparities.
Global alignment: Can enhance India’s appeal with international quality frameworks.

Risks & Concerns

Centralisation: Experts warn that vesting extensive power in one body may over-centralise control, risking academic freedom.
Loss of specialised oversight: Domain experts from UGC, AICTE, and NCTE may be diluted.
Bureaucratic inertia: Transition could bring its own delays and resistance from existing bodies.
Compliance complexity: Institutions may face confusion adapting to new norms and vertical structures.

Global Inspiration & Way Forward

Many countries offer models worth emulating: the UK’s Office for Students (OfS), Australia’s TEQSA, and the US’s accreditation agencies show that one-regulator systems can work—if they strike a balance between oversight and autonomy. The NEP framework supports this, but success hinges on a smooth transition, capacity building, and safeguarding academic freedom.

In short, HECI is more than an institutional reshuffle. It has the potential to redefine Indian higher education—if implemented thoughtfully. The challenge now lies in building consensus, streamlining regulatory roles, and ensuring this new body empowers institutions, not constrains them.

This news has been sourced from various media outlets, with parts of it written and contextualised by the ScooNews editorial team.