Inspiration
Finding Her Way to KATHA, Padma Shri Geeta Dharmarajan Reminisces Her Story
ScooNews interviewed a great visionary who is an educator, writer, editor & founder of KATHA, Ms. Geeta Dharmarajan. Read about it all.
Geeta Dharmarajan, the Founder and President of KATHA, spoke to ScooNews about her organisation; the journey so far including the difficulties faced and reforms implemented. Read what we call one of the most profound conversations we had in a long time.
Started in 1988 with a magazine for children from the underserved communities, KATHA's work spans the literacy to literature continuum. By seamlessly connecting grassroots work in education and urban resurgence, today, KATHA brings children living in poverty into reading and quality education. They are well known for their excellent children’s books and outstanding work in education and a unique pedagogy based on stories.
KATHA, over the past three decades, through its many programmes, has helped over one million children achieve their dreams and help themselves out of poverty. Geeta Dharmarajan has been the main creative spirit, innovator and driving force of the organization, and in close touch with teachers, children and the community at the ground level. She was awarded the Padma Shri in 2012 for her exceptional work in the field of Literature and Education.
To explore more about KATHA, Geeta Dharmarajan, and her thoughts and ideas, read our hearty conversation with her. Excerpts below:
1. Let’s rewind 32 years back. What was it like for you?
In 1988, I had just come back from the US (University of Pennsylvania) when I realized that some children in my country could not even read or write. That made me frustrated, angry and downright outraged. I believed that the best thing as a writer was to bring out a magazine for children and this gave birth to TAMASHA, our first magazine. I wanted to help children read and hence in 1990, I started the school in one of the largest slum clusters of Delhi at Govindpuri. In the beginning, we had only five children.
2. How did convincing the parents go, could you get more than a handful of students in your class? Did your first batch stay in touch, what are they doing now?
Parents wanted to send the children to school but the kids were also helping in supporting the family. They had to work, earn a little money, to help their parents (mostly single mothers) maintain the family and hence, could not attend any school. I saw that, unless these families have sufficient amount in hand to survive, they cannot send their children in spite of their wanting to do so. That is when we started the Women Entrepreneurship Program. We had to get some income into the hands of the mothers before we could ask them to bring their children to school.
Yes, a lot of our initial batch students have been in touch over the years, many of them have done wonders in their respective careers. From having their film studio to being the HoD in global schools, from serving as top chefs abroad to being national administrative officers, these children have accomplished a lot.
3. What is Story Pedagogy, how has it evolved since its inception?
Surveys told us that children thought schools and books were boring, which made me determined not to have boring schools and I decided to ditch the teaching methods normally adopted in schools. TAMASHA magazine became our source of teaching, wherein we used the story as a basis to educate kids. Ever since the beginning, we had no textbooks in the KATHA school and even today, all the teaching in every subject is done through storybooks.
Following that, in 1992, we had established KATHA Relevant Education for all-round development. Since I have been a student of Bharatanatyam and have been studying NatyaShatra, I decided to bring it into my classrooms as well.
The goal was to help children, as well as teachers, be excited about the subjects and come in sync with each other so much that even if there is any distraction out of the window, no child would want to look away. A lot of things that NatyaShatra says happens in the classrooms.
There is a lot that goes into Story Pedagogy®, the teachings of Bharatanatyam, the art and craft of the illustrators, my own experiences and learnings of all these years.
Gradually, by the 2000s, it all started making more sense and would come to us easily.
4. If we may ask, would you please share how you managed the finances (for books, infrastructure, teachers) when KATHA was born?
We had no outside help in the beginning. I started KATHA with a little of my savings I got from my writing and with the support from my husband and family members. My in-law family, especially, had been beside me at every step in all these 50 years of our marriage. KATHA started in our house, and in fact, even today, the office runs from my home!
Slowly, word started to get out of our good work in translation and publishing, and we began receiving financial help. This helped us get the best for these children.
We have 4 strong rules in KATHA:
- If you don’t like an idea, you can only dismiss it if you come up with an alternative idea of your own.
- Whatever happens, tighten your belt. Be frugal.
- Be quality conscious in everything you do.
- Be child-centric, no cutting the quality corners when it comes to giving children what they need.
5. KATHA’s first magazine was Tamasha, does it still get published? Did this magazine give rise to the Tamasha Roadshow?
Yes! TAMASHA was the big fat elephant and had become the best friend of so many children all over the country. TAMASHA used to be published and circulated in many languages back then and we would get many letters from children.
We wanted to do something for them on the street also and that is how the TAMASHA Roadshow got started. We had a van which was fitted with a computer given to us by Intel. We called it the IT School on Wheels. It had a printer and children would be excited about taking home the prints of work they had done or whatever they liked.
Then we went for TAMASHA series of books, and even today TAMASHA is still there with us just not in the original avatar though.
6. Please tell us about KATHA Holistic Early Learning?
Holistic Learning, in my opinion, should be NO TEACHING. These pre-primary kids don't need to be taught at this age, they need their creativity to be stimulated. They should be given space to build their imagination.
We should let the kids learn on their own, let them do things, pretend reading/writing and go along with it. Telling them ‘No, you are wrong,’ making red marks all over their copies and scolding them from an early age is not helping them at all. A child can learn when given the opportunity and the space to make mistakes and grow out of them naturally.
7. How does one go about building an organisation like KATHA after having studied at the University of Pennsylvania?
*smiles* I suppose it has a lot to do with my family. My father was a doctor and I used to go to schools and communities with him to teach poor children first-aid. We ourselves lived a very frugal life, and my grandmother’s teaching about giving to those who need has helped me become the person I am today. Pennsylvania only made me long more for my country and to find the one thing I would really want to do my entire life, no matter what.
8. Talk about the Educational Divide we’ve in India. How can we erase it and make things better for those on its depressed side?
It is present in our society, it is present in the psyche, it's embedded in the soul. The educational divide does not only come from the financial aspect but also various sorts of discriminations of caste, religion, race, language. We are THAT divided!
We should not let these toxic thoughts enter our lives. The youth, especially, should bring the changes they did not see while growing up. It is high time we are taught that there is no division amongst people, particularly none regarding the right to quality education for all. If someone can afford it, good for them. If not, it should not keep them from their basic right to the quality education they deserve.
9. KATHA started when the trend of online classes or any other educational technology didn’t really exist. Today, contrary to that, a majority of classrooms in the world are being conducted virtually in the wake of COVID -19. Do you think that technology is at all important, considering there are still millions of children who aren’t able to study because they cannot afford gadgets?
KATHA started with a computer in 1995 when we were donated our 1st computer. The KATHA School of Entrepreneurship was established and children started working on the computer. In 2001, KATHA started the KATHA Infotech and e-Comm School (KITES) with British Telecom as a partner. BT is still with us as a partner and we are doing some great work, creating IT Techpreneurs.
7 years ago, we started working on distance learning, it was called Bricks & Clicks because it was not just online-based but there was also a direct face to face. We would teach from the KATHA Lab School that is the hub for all the online teaching that goes on.
We have also developed a reading app that has won the mBillionth Award and has been sent to the UN as the first and the best storytelling app specifically made for children who come from underprivileged backgrounds.
This app is helping children continue studying during this outbreak and lockdown due to COVID -19. Every teacher with KATHA has a group of students with them, and they are sending out these study materials to them. We are reaching out to the communities in the urban slums we work in. Material is available on our website, and teachers have formed Whatsapp groups to share the material with the children and their communities.
I would say necessity makes us very creative, and the teachers with us at KATHA are just awesome. I am probably the last person who thinks technology does not play that important role, it sure does. But what content we deliver using that technology is even more important. Is this child-centric and relevant for these children and their communities?
10. How successful has been your initiative ‘ECTC’ so far? We think it’s a great move in the direction of Inclusive Education.
‘ECTC’ is generated as a part of our ongoing challenge called 300M (https://www.katha.org/300m/). There are 300 million children in Indian schools today but sadly, half of them do not know how to read. We thought what if the one half (150 million) that can read could help the other half (150 million) so the same? In this way, we can achieve our mission of 'Every child reading well for fun and meaning!'
The idea is, if a student or a teacher who has a different way of approaching an authentic problem, they could share it with the other teachers (of govt. schools), or less privileged children, and this could create a world ripple by ripple where no one is left behind. Doing this is easier as well since there will be no language problems as they all belong to nearby localities or distance problems, and material sharing could be easy too.
There is no need for a government-aided program that would require so much money spent, it only needs capable people to reach out and try making a difference.
India wishes to be the powerhouse in this 21st century but that needs an equitable opportunity for all, not just people who get to go to English medium schools and can converse in English. Let us not just bring in the colonial attitude but go beyond and get back to the level of sharing and caring we used to have. That is the way forward, the way to prosperity for all.
Delhi, as a reading capital, is what we are aiming towards, by reading as public learning and not classroom learning. About 1000 urban schools have joined in, we have many volunteers coming in; it's a citizen’s movement! I think it's a very sustainable way of learning for all of us. I truly believe that when children become good readers and read for fun and meaning, they can become Reader-Leaders. They can bring about changes in the communities and society for combatting climate change and building a sustainable equitable world.
11. Lastly, if not KATHA, what would you be doing instead?
I guess I would be writing children’s fantasy books; love doing that. But no! I do not want to do anything else, I am sure I would have found my way to KATHA somehow.
Apart from helping children continue learning, KATHA is also helping the people of slums during the COVID-19 outbreak and lockdown by supplying masks, soaps, and other provisions. According to the team, this pandemic has not only been a learning curve in virtual education but also an all-round opportunity to come out smarter, more cautious about hygiene, stronger and more humane.
In a deeply reflective and engaging episode of the NEP Tunes podcast, Dr. Anju Chazot, education reformer and founder of Mahatma Gandhi International School (MGIS), Ahmedabad, sat down with Mrs. Anita Karwal, former Secretary of School Education, Government of India, to explore one fundamental question: How do we prepare children for a rapidly changing world?
Titled “Be the Change in the Changing World,” the episode offers a powerful conversation between two veterans of Indian education who have shared a decades-long friendship—and a mutual vision for a holistic and transformative school system.
“You can’t prepare children for tomorrow with the pedagogy of the day before yesterday.”
Drawing inspiration from John Dewey’s famous words, the episode begins by addressing the urgent need for policy literacy among stakeholders in education. Mrs. Karwal and Dr. Chazot underscore that the pace of global change—technological, environmental, economic, and emotional—has far outstripped the ability of traditional education systems to keep up. “We are in a VUCA world—volatile, uncertain, complex, ambiguous,” Karwal reminds listeners, calling for schools to adapt to this reality rather than resist it.
Decolonising the Classroom
A significant portion of the conversation focused on the historical context of schooling in India. Dr. Chazot draws parallels between today’s school system and Michel Foucault’s “cell and bell” model, which mirrors the prison system—marked by uniforms, bells, and rigid structures. Tracing the roots of modern schooling to the Prussian military model and colonial-era policies introduced by Lord Macaulay, both speakers lamented how education was once used as a tool to produce clerks for the Empire, rather than creative, entrepreneurial individuals.
“Colonialism didn’t just take away our resources; it colonised our minds,” Chazot observed. Karwal added, “The gurukul system was rooted, contextual, and sustainable. The colonial model replaced it with standardisation and control.”
Disruptions and the Call for Change
From climate change to AI, from the gig economy to rising mental health challenges—today’s youth are living in an era of non-stop disruptions. Mrs. Karwal shared a poignant insight: on the very day she retired from her government service (30 November 2022), OpenAI launched ChatGPT. “As a senior citizen, I would have felt useless had I not tried to understand this disruption,” she said, urging listeners to stay updated with technological trends.
Mental health also featured prominently in the discussion. The World Health Organization reports a 25% increase in global anxiety and depression cases, especially among the youth. Schools, Karwal said, must acknowledge and address this invisible epidemic, and create environments that are nurturing—not anxiety-inducing.
Why NEP 2020 Is a Game Changer
Against this backdrop, both educators believe the National Education Policy 2020 is a timely and visionary document. “It’s not just about academics—it’s about the whole child,” said Chazot, pointing to NEP’s focus on holistic development across cognitive, emotional, physical, and ethical domains.
Key elements of the NEP and the newly released National Curriculum Framework (NCF) discussed in the podcast include:
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A shift from rote learning to competency-based, experiential learning
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Focus on Indian traditions and cultural rootedness
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Moving away from exam-centric teaching, especially in early years
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Recognition of multilingualism and contextual learning
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Encouragement of critical thinking, creativity, and adaptability
“Learning to learn is the most essential skill of the future,” Karwal stressed. “Children must be ready to unlearn and relearn throughout life.”
The Future of Jobs
To illustrate the rapidly changing employment landscape, both speakers listed a host of emerging careers—from Prompt Engineers and Drone Fleet Managers to Climate Data Analysts and Digital Detox Specialists. “Just imagine,” Chazot quipped, “if I were a child again, I’d become a Prompt Engineer and finally fulfil my parents’ dreams of being an engineer—with a creative twist!”
Karwal, on the other hand, expressed a desire to become a Human-Machine Team Manager—a futuristic role bridging collaboration between people and machines.
Their message was clear: the world our children are entering is drastically different from the one their parents and teachers grew up in. And education must keep up.
A Takeaway Challenge for Listeners
To wrap up the episode, the hosts offered a unique call-to-action: ask yourself what job you would pick today if you could go back in time again. Then, explore new professions with your family or students. From LinkedIn job listings to the World Economic Forum’s reports, Karwal recommended several tools to research emerging careers. They invited listeners to write in with their findings and reflections.
“This exercise is not just for students,” said Dr. Chazot. “It’s for parents, teachers, and policy-makers alike. We must all become learners again.”
Final Thoughts
In an era where the only constant is change, the NEP Tunes podcast is a timely resource to help educators, parents, and students reimagine the purpose of schooling. With leaders like Anju Chazot and Anita Karwal at the helm of the conversation, the journey towards meaningful transformation in Indian education seems not only possible—but exciting.
🟡 This article is adapted from the NEP Tunes podcast hosted by Dr. Anju Chazot. You can listen to the full episode on YouTube. Here is the video-
Education
Sunbeam Indiranagar Shines in Academics, Arts, and Sports, Cementing Its Legacy of Holistic Education
Varanasi: Sunbeam Indiranagar, Varanasi, has emerged as a dynamic centre for academic excellence, cultural enrichment, and sporting achievements, reinforcing its commitment to holistic education. In a year marked by significant accomplishments, students and faculty have demonstrated a dedication to intellectual growth, creative expression, and leadership development, embodying the rich legacy of the Sunbeam Group.
The school’s approach extends beyond traditional academics, encouraging students to engage in parallel activities that nurture a well-rounded skill set. From literature festivals to classical dance championships, Sunbeam Indiranagar has provided students with platforms to explore, innovate, and excel.
Students had the opportunity to engage with global thought leaders through their participation in prestigious events such as the Jaipur Literature Festival and the Great Indian Learning Festival (GILF) at Daly College, organised by ScooNews. These experiences enabled them to explore contemporary literary and intellectual discussions, sharpening their analytical and creative abilities.
The performing arts department also made a mark with theatrical performances at Banaras Hindu University (BHU) and the Krishnamurti Foundation, under the guidance of renowned dramaturgist Mukherjee P.. The school’s commitment to developing critical thinking and communication skills was further reflected in students’ achievements in quizzes, creative writing, Olympiads, debates, and visual arts competitions, underscoring a culture of academic inquiry and artistic exploration.
Sunbeam Indiranagar’s focus on all-round development was evident in the State Level Kathak Championship, where students showcased their prowess in Indian classical dance. The school’s sporting achievements were equally impressive, with students excelling in the East Zone Skating Championship 2024 and the Open District Roller Championship 2024, securing both individual and team accolades. The school’s impact extends beyond student achievements, with its leadership being recognised for their visionary contributions to education. The Principal of Sunbeam Indiranagar was honoured with the Distinguished Educator for Future-Ready Skills award, securing All India Rank (AIR) 6 in the School Leader’s category by CENTA and receiving the Nari Shakti Sammaan for contributions towards empowering students through progressive learning methodologies.
Sunbeam Indiranagar’s standing as a leading educational institution was reaffirmed when it was ranked 5th among the Best Co-Ed Day Schools in Varanasi.
With its continued emphasis on holistic development, Sunbeam Indiranagar remains dedicated to shaping young minds, reinforcing its reputation as an institution that values learning in all its forms.
Education
Nagaland Schools Launch ‘Adolescent Girls Club’ to Empower Young Girls Under Mission Shakti
Adolescence is a pivotal phase in a child’s development, marked by rapid physical and psychological transformations. It is a time of exploration, self-discovery, and, often, vulnerability. To provide structured guidance and empower young girls during this crucial stage, Nagaland has introduced ‘Adolescent Girls Clubs’ in both government and private schools for girls aged 10-19 years under Mission Shakti.
On 5th October 2024, the first Adolescent Girls Club was launched at Don Bosco Higher Secondary School, Wokha, Nagaland, with 50 adolescent girls as its founding members. The initiative aims to equip girls with essential skills, knowledge, and support systems to navigate challenges, make informed choices, and build a strong foundation for their future. With the motto “Live the Promise,” the clubs aspire to develop confident, informed, and compassionate leaders of tomorrow.
The initiative is designed with key objectives to educate, uplift, and empower adolescent girls:
The Adolescent Girls Club will engage its members in workshops, mentorship programmes, health camps, community service projects, and creative expression activities. Additionally, a special adolescent toolkit is being developed to serve as a guide for both adolescent girls and their parents. The toolkit will include informational materials on menstrual hygiene management (MHH), mental health, teenage pregnancy prevention, child abuse awareness, and emergency helpline numbers.
Teachers and counsellors are actively working on IEC (Information, Education, and Communication) materials tailored to adolescent needs. The clubs will also conduct monthly activities to ensure continuous engagement, provide a platform for girls to discuss their concerns, and create a safe space for their growth and development.
This initiative under Mission Shakti is expected to positively impact thousands of young girls across Nagaland, equipping them with the necessary tools to navigate adolescence with confidence and resilience.Objectives of the Adolescent Girls Club
In a heartwarming recognition of dedication and innovation in education, Saudi Arabian teacher Mansour bin Abdullah Al-Mansour has been awarded the prestigious $1 million GEMS Education Global Teacher Prize. Announced at the World Governments Summit in Dubai, the award celebrates Al-Mansour’s transformative work in empowering students from low-income families, including hundreds of gifted orphans, and his 3,000+ hours of community service.
Al-Mansour, a teacher at Prince Saud bin Jalawi School in Al-Ahsa, has spent over two decades uplifting students facing academic challenges, disabilities, and financial hardships. His efforts include establishing mentorship programmes, innovation incubators, and financial literacy initiatives, enabling students to achieve global recognition. Notably, he plans to use the prize money to build a school for talented orphans, furthering his mission to provide quality education to underprivileged children.
(Image: Mansour Al Mansour- 2025 Global Teacher Prize Winner)
Beyond the classroom, Al-Mansour has authored 21 educational books, trained over 300 educators, and led literacy programmes for prison inmates, helping reduce sentences for some. His work has earned him accolades as an international ambassador for educational excellence.
The Global Teacher Prize, now in its ninth year, recognises exceptional educators who make a profound impact on their communities. Al-Mansour was selected from over 5,000 nominations across 89 countries, joining a prestigious list of global educators.
Sunny Varkey, Founder of the Global Teacher Prize, praised Al-Mansour’s “passion, dedication, and the life-changing power of education.” Stefania Giannini, UNESCO Assistant Director-General for Education, highlighted the importance of investing in teachers to build a sustainable future.
As the world faces challenges like inequality and climate change, Al-Mansour’s story serves as a beacon of hope, reminding us of the transformative power of education and the unsung heroes shaping our future.
The Ministry of Women and Child Development is set to celebrate the 10th anniversary of the Beti Bachao Beti Padhao (BBBP) scheme, a landmark initiative aimed at protecting, educating, and empowering the girl child. Launched on 22 January 2015 in Panipat, Haryana, the scheme has evolved into a national movement that addresses gender discrimination and fosters societal change towards valuing and empowering girls and women.
The inaugural event on 22 January 2025 at Vigyan Bhawan, New Delhi, was attended by Union Ministers Shri J. P. Nadda and Smt. Annpurna Devi, alongside international representatives from UNICEF, UN Women, and other global organisations. Women officers from various sectors and girl students joined the event, which featured an oath-taking ceremony and the launch of compendiums and digital initiatives such as Mission Vatsalya and Mission Shakti portals.
The celebrations, spanning until International Women’s Day on 8 March 2025, will include rallies, cultural events, and campaigns at state and district levels. Schools, community groups, and women achievers will actively participate in activities under SANKALP: Hub for Empowerment of Women. Nationwide media campaigns and sustainable practices such as a plantation drive will amplify the scheme’s message.
In its decade-long journey, BBBP has sparked a nationwide dialogue on gender equality, challenging societal biases and championing the rights and dignity of women. The scheme’s accomplishments include a rise in the national Sex Ratio at Birth from 918 in 2014-15 to 930 in 2023-24, an increase in institutional deliveries to 97.3%, and higher enrolment of girls in secondary education, now at 78%. Initiatives such as the Kanya Shiksha Pravesh Utsav and Yashaswini Bike Expedition have further underscored the scheme’s impact.
Through collaboration with partner ministries, the mission of this campaign is to advancing gender equality, ensuring girls become active leaders of change and shaping a more inclusive India.
As India celebrates nine years of the Startup India initiative on National Startup Day, 16 January 2025, it’s evident how deeply the entrepreneurial spirit has been embedded in the nation’s fabric. From being a country of aspiring doctors and engineers to a hub for budding entrepreneurs, India has undergone a significant transformation. This shift isn’t confined to adults but is increasingly taking root in schools, where the next generation of business leaders is being nurtured.
The Entrepreneurial Wave in Schools
Startup culture has permeated classrooms, with students now creating and marketing products under professional guidance. Chemistry labs aren’t just for experiments anymore; they’ve become mini manufacturing units. Students are crafting innovative products—think handmade soaps, eco-friendly cleaning agents, and even tech gadgets—and selling them under their school’s brand. This hands-on experience in entrepreneurship is teaching them valuable lessons in problem-solving, teamwork, and financial literacy, far beyond traditional academics.
Shows like Shark Tank India have also played a crucial role in shaping young minds. These programmes, widely watched across TV and OTT platforms, have demystified entrepreneurship for students and parents alike. By showcasing real-life success stories, they’ve encouraged families to view entrepreneurship as a viable career path, on par with medicine or engineering.
Schools as Incubators of Ideas
Schools today are recognising their potential to act as incubators for future business leaders. Many are introducing entrepreneurship programmes, collaborating with startups, and organising business pitch competitions. These initiatives allow students to explore their interests and learn the intricacies of building a business—from ideation and prototyping to marketing and scaling.
Some schools have even created dedicated innovation labs and partnered with local businesses for mentorship opportunities. These setups not only foster creativity but also give students exposure to the practical aspects of running a business. Such efforts align perfectly with the government’s Startup India initiative, which has championed innovation and inclusivity for nearly a decade.
Why This Matters for the Future
Entrepreneurship isn’t just about creating businesses; it’s about fostering a mindset. Students who grow up in this environment are better equipped to tackle real-world challenges, think creatively, and adapt to changing circumstances. These skills are invaluable, whether they eventually choose to run their own business or work within an organisation.
Moreover, promoting entrepreneurship in schools has a ripple effect. It not only prepares students for the future but also inspires communities and contributes to economic growth. Schools that actively engage in such initiatives are setting a precedent for holistic education that balances academics with life skills.
What Next?
With over 1.59 lakh startups now recognised in India, the country has become a global hub of innovation. Schools must seize this moment to integrate entrepreneurial education into their curriculums actively. By doing so, they will not only align with national objectives but also prepare students for a world that values innovation and adaptability above all.
As we celebrate National Startup Day, let’s look forward to a future where classrooms double as boardrooms and students graduate not just with degrees but with dreams ready to take flight.
On 12 January each year, India celebrates National Youth Day, commemorating the birth anniversary of Swami Vivekananda—a visionary whose ideals continue to inspire generations. His emphasis on courage, self-discipline, and selflessness laid the foundation for building a nation of empowered youth. Yet, as we reflect on his teachings, a poignant question arises: if Swami Vivekananda were alive today, would he be proud of the state of India’s youth?
A Disturbing Landscape
Despite remarkable strides in education, technology, and global recognition, troubling statistics reveal a different narrative. Reports show a disheartening rise in suicides among young students, with academic pressure, bullying, and mental health struggles emerging as significant factors. According to the National Crime Records Bureau, India recorded over 13,000 student suicides in 2022—a grim reminder of the challenges our youth face.
Swami Vivekananda famously said, “Arise, awake, and stop not till the goal is reached.” But how do we encourage this awakening in an environment that often prioritises grades over mental well-being, competition over collaboration, and individual success over collective growth?
Polarisation and Division
In his landmark address at the Parliament of the World’s Religions in Chicago, Vivekananda envisioned a harmonious world, where mutual respect and inclusivity thrived. Yet, incidents of hate crimes in educational institutions paint a different picture. Instead of fostering understanding, many schools struggle to counter narratives of division and intolerance, which are seeping into the minds of impressionable young individuals.
Vaping is Cool!
Another alarming trend is the increasing prevalence of substance abuse and vaping among teenagers. Easy accessibility and peer influence have made vapes and drugs a growing concern in schools and colleges. Vivekananda’s ideal of youth as paragons of strength and discipline seems to clash with a reality where momentary fun triumphs responsibility.
Are We Listening to the Youth?
One of Vivekananda’s core messages was to listen and understand the needs of the youth, not dictate them. Today’s students crave purpose and authenticity in their pursuits. Yet, our education system largely remains exam-centric, with limited focus on developing emotional resilience, moral values, and critical thinking skills.
The rise of mental health issues highlights the urgent need for robust counselling frameworks in schools. Bullying, academic stress, and societal expectations weigh heavily on students. Swamiji believed in holistic education that nourished the body, mind, and soul—a vision that modern-day institutions must strive to achieve.
The Path Forward
- Mental Health Awareness: Schools must normalise conversations about mental health. Hiring trained counsellors and introducing life skills education can empower students to cope with stress and trauma.
- Fostering Inclusivity: Combatting polarisation starts with creating safe spaces for dialogue. Schools can champion diversity and empathy through collaborative activities and community-driven projects.
- Balanced Education: Beyond academic excellence, education must focus on creativity, moral values, and societal contributions—aligning with Vivekananda’s philosophy of balanced personal and communal growth.
- Youth Empowerment: Engage students in decision-making processes within educational institutions, giving them a sense of ownership and responsibility.
- Combatting Addictions: Early intervention and peer education programmes can deter substance abuse. Incorporating discussions on self-control and the consequences of addiction is crucial.
A Call to Action
If Swami Vivekananda were here today, he might be disheartened by some of these realities but would undoubtedly call upon educators, parents, and leaders to rise to the occasion. The Indian youth remain a powerful force capable of leading transformative change, provided they are equipped with the right guidance and support.
As educators and leaders, we must ask ourselves: Are we nurturing the kind of youth Swami Vivekananda dreamed of? Are we empowering them with the tools to think critically, act compassionately, and embrace diversity? Or are we just celebrating the day just for the sake of it? We need to ask real questions. The answers lie in our collective efforts to reshape the educational and societal systems influencing young minds.
Swami Vivekananda’s timeless words echo loudly: “The youth are the pillars of the nation.” It is upon us to ensure that these pillars stand strong, united, and unwavering, ready to lead India toward a brighter and more inclusive future.
Education
CBSE to Introduce Two-Level Structure for Science and Social Science in Classes 9 and 10 by 2026
The Central Board of Secondary Education (CBSE) is set to introduce a two-level structure for Science and Social Science subjects in Classes 9 and 10, starting from the 2026–2027 academic session. This move follows the successful implementation of two-level mathematics examinations—Standard and Basic—for Class 10 students in the 2019–2020 session.
The decision aligns with the National Education Policy (NEP) 2020, which advocates offering subjects at varying difficulty levels to reduce academic pressure and counter the coaching culture. The proposed structure aims to give students the option to study some subjects at a higher level while taking others at a standard level.
Key Details of the Plan
According to Hindustan Times, the CBSE curriculum council has already approved the proposal, and final approval from the Board’s governing body is awaited. The initiative seeks to empower students who demonstrate an aptitude for Science and Social Science to study these subjects in greater depth before transitioning to Class 11.
For Mathematics, which currently offers two levels, the syllabus remains the same for both Standard and Basic levels, but the difficulty and format of the question papers differ. A similar approach is likely for Science and Social Science, although details are yet to be finalised. Advanced-level students may be provided with supplementary learning resources, alternative textbooks, or the same textbooks with additional challenges and problems.
Implementation Framework
The implementation of this two-tier system depends on the development of updated textbooks by the National Council of Educational Research and Training (NCERT). As part of the ongoing curriculum reform under NEP 2020, the NCERT has already released new textbooks for Classes 1, 2, 3, and 6, with materials for Classes 4, 5, 7, and 8 expected in the 2025–2026 academic year. Education Minister Dharmendra Pradhan has indicated that all updated textbooks are likely to be available by January 2026.
Students will likely have a window to choose between the standard and advanced levels and may be allowed to switch within a stipulated timeframe. The advanced level could include longer study hours and distinct question papers for Board examinations.
By offering this flexibility, the CBSE aims to provide students with opportunities tailored to their abilities, enabling them to excel academically without undue stress.
Education
Jaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts
The Jaipur History Festival (JHF), an annual event organised by the Maharaja Sawai Man Singh II Museum Trust, is set to host its 2024 edition from 3rd to 6th December at the iconic City Palace in Jaipur. Established in 2017, the JHF has become a flagship event in India’s cultural calendar, earning widespread recognition from educational institutions, policymakers, and media alike. This year’s theme, “Financial Literacy Through Folk Arts,” promises an engaging blend of tradition and modernity, offering innovative learning experiences for over 10,000 students and educators.
A Groundbreaking Theme: Financial Literacy Through Folk Tales
The 2024 festival theme uniquely integrates financial literacy into education through the rich tradition of Indian and global folk tales. Stories from the Panchatantra, Jataka tales, Akbar-Birbal, Sheikh Chilli, Mulla Nasruddin, Tenali Rama, and Munshi Premchand’s literary classics will serve as mediums to impart essential financial skills. Lessons on budgeting, saving, and understanding the distinction between needs and wants will be creatively woven into folk art performances, ensuring that students grasp these critical concepts in an engaging, memorable way.
Aligned with the National Education Policy (NEP) 2020, this initiative emphasises values-based education while nurturing practical skills like wealth management and fraud prevention. The programme targets primary and secondary school students, fostering early financial literacy to help shape a generation of financially savvy individuals.
Festival Highlights
The four-day festival will feature a diverse array of performances, workshops, and exhibitions, including:
- Plays based on Munshi Premchand’s works like Nirmala, Kafan, and Gaban.
- Traditional art forms such as Dastan-e-Goi, Kathak recitals, and Rajasthani folk dances.
- Live music performances in Hindi, Marwari, and English, focusing on financial literacy themes.
- Craft workshops and installations, including kites, puppets, Kalighat paintings, and paper mache models.
- Interactive exhibits, such as Rashmi Rath (E-Car), bioscopes, and Jantar Mantar sundial paper models.
- Workshops on modern educational tools like AI-powered graphic generation and business plan incubation.
Morning cultural programmes will be followed by exhibitions and craft workshops, creating a holistic learning environment for attendees.
National Reach and Global Aspirations
The Jaipur History Festival 2024 will welcome participation from over 120 schools nationwide. Following the grand success of previous editions, this year’s festival aims to expand its footprint by hosting sessions in prominent educational hubs like Gurgaon, Delhi, Mumbai, and Jammu.
The Legacy of JHF
Since its inception, the Jaipur History Festival has aimed to revolutionise traditional education through experiential learning and cultural immersion. Themes from previous years have ranged from Gandhi’s Rivers of India to “Phad Se Padh,” focusing on Rajasthan’s Phad paintings. In 2023, the festival celebrated the “International Year of Millets,” showcasing the intersection of cultural heritage and global sustainability efforts.
With its steadfast commitment to innovation and inclusivity, JHF 2024 promises to be a transformative experience, inspiring educators, students, and parents to rethink the way history and life skills are taught in schools.
Looking Ahead
As India’s largest history festival, JHF exemplifies how education can be both meaningful and engaging. By merging traditional folk arts with contemporary financial literacy, the festival not only preserves cultural heritage but also equips students with life skills essential for the modern world.
This year’s edition is poised to set a new benchmark in interdisciplinary education, fostering creativity, critical thinking, and a deeper appreciation for India’s diverse cultural tapestry.
In a significant step towards enhancing the skill development ecosystem in education, the Institute of Chartered Accountants of India (ICAI) and the Central Board of Secondary Education (CBSE) signed a Memorandum of Understanding (MoU) on 21 November 2024 in Bhubaneswar, Odisha. This collaboration aims to introduce and promote commerce-focused skill courses, particularly in the banking, financial services, and insurance (BFSI) sector, to boost students’ employability and career readiness.
The ICAI, through its Committee on Career Counselling, will contribute its expertise in curriculum design, syllabus development, study materials, and training modules. Additionally, the organisation will play an active role in career guidance initiatives, participating in workshops and training programmes organised by CBSE.
Addressing the importance of the partnership, ICAI President CA Ranjeet Kumar Agarwal stated, “The signing of this MoU with the CBSE is a significant step towards enhancing the skill development ecosystem for students across the country. Through this collaboration, ICAI aims to promote commerce-based skill courses and ensure that students are equipped with relevant, industry-aligned competencies. This partnership reflects our commitment to bridging the gap between academic learning and professional requirements, and we are confident that it will open new avenues for students to pursue rewarding careers in accountancy and finance.”
The collaboration will also focus on raising awareness about career opportunities in accountancy and related fields, aligning educational frameworks with the evolving demands of the job market. CBSE and ICAI plan to conduct awareness programmes for principals, teachers, and school management teams in CBSE-affiliated schools across India. These programmes will highlight the importance of BFSI-related skill courses and their potential to enhance students’ career trajectories.
As part of this initiative, CBSE will organise capacity-building initiatives to upskill teachers in commerce-related subjects, ensuring they are well-equipped to deliver specialised courses effectively.
ICAI has already established similar collaborations with 85 universities, colleges, and educational institutions to promote academic excellence, research, and knowledge exchange. According to The Indian Express, these initiatives aim to create a workforce equipped to meet the challenges of a modern, dynamic economy.
This partnership underscores a growing commitment to aligning education with industry needs, preparing students for thriving careers in commerce and finance.
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