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Founder of MGIS Remembers Establishing Gujarat’s 1st IB School That’s Known For Practicing Inclusion
Co-founder of MGIS, Dr Anju Musafir, highlights the features and success stories of the school that make it one of the top institutions in India
Mahatma Gandhi International School in Ahmedabad, Gujarat, India, was established in 1998 by founders Dr Anju Musafir Chazot and Dr Pascal Chazot.
Dr Chazot is a French citizen and a French civil servant who was posted as the Director of Alliance Francaise where he met his wife, Anju. While they were doing some remarkable work in language learning there, they decided to start a school as well where equity in quality education would be provided to rich and poor, abled and differently-abled alike.
MGIS is the first International Baccalaureate school in Gujarat, first in the state to use Apple technology and the first school in India to offer skill development courses affiliated to Edexcel BTEC and the IB Career Programme. Moreover, MGIS has a strong international and national education exchange program with France, Australia, South Korea, USA and Ladakh (India).
ScooNews spoke to Dr Anju Musafir Chazot and dug deep into the ideas and philosophy of MGIS and its founders.
Excerpts:
Take us to the beginning of your journey with MGIS?
Both Pascal and I come from the education sector, and it is while working in this field that we realised how the conservative way of teaching and the educational divide mandate children from the economically lower section of society to attend municipal/govt school, middle section for public/private schools and only the extremely rich to afford the elite residential schools. We thought this was holding the students back from gaining quality education which should be a right for all.
Hence, in 1997, we started working on a plan of a PPP model in collaboration with the Ahmedabad Municipal Corporation. Both of us being huge admirers of Mahatma Gandhi and believers of his philosophies decided to name our school after the Father of The Nation.
In 1998-99, after plenty of speculation, criticism, hate marches, stoning, signature campaigns and a great ordeal of court cases, the ruling was in MGIS’s favour and we were granted the permission and a land where the municipal building stood for the school.
The journey was thrilling, scary, enthralling and unexpected all at once. Our conviction was tested in the beginning especially because of all the aversion we were subjected to, but in the end, everything settled on its own and we became the first international school in Gujarat.
How is GRL (Generated Resource Learning) pedagogy different from the usual learning? What sort of positive outcomes are expected from students under this system?
While working on MGIS’s inception, we decided to not just bring IB culture in the education sector for all children but also provide them with a pedagogy that will bring about the required change. We brought in a Multisensory Pedagogy, which means using all the senses and the body to learn. Since in Experiential Learning it is the child’s liking and context that should be given importance to, we wanted to break away from the colonial model of education that we have invariably inherited. That is how GRL was born.
How does practising inclusion work in MGIS? How do you make sure students from an economically-lower background don’t feel lesser than others or a differently-abled child is not bullied or left behind in the class?
Inclusion as a practice needs continuous development, work, and dedication to thrive. When we decided to open MGIS, we also agreed upon making it an inclusive school which will try and cater to as many differently-abled students as possible. Inclusiveness in school is not just about the child but the peers, educators, administration and also parents are involved in the process. Not all cases are alike and so the solution cannot be the same too.
It will be inexact if I say we handle all situations with ease. From counselling a bully to handling a stubborn parent, we encounter varied difficult situations often and solve them with professional help. Inclusion works wonderfully but to make it work, we thrive every day to create a healthy learning environment. For example, children make their own rules when they join the school and each class functions as a council and as a forum to discuss, resolve conflicts and issues that the children bring up. We also work a lot on group bonding and trust using a lot of techniques from drama and art and other therapies. These are ice breaker and energizer exercises that are fun and help the children know each other. A third important thing is that we do not give marks to children till higher secondary. We give qualitative feedback to each child. This makes them feel valued with no hierarchies and distinctions between them.
What sort of fee structure is present in MGIS for students of underprivileged families?
The school has a differential way of paying fees. It is open to privileged and underprivileged alike, we do not charge any fee to those who are unable to pay. When the school was established in cooperation with Municipal Corporations, we reserved 20% seats for the economically-backwards section of the society. This has increased to 25% with time to comply with the RTE act.
During an academic year, we have 300 students with us. We also do not have any admission criteria. For every child, whichever section of society they may come from, we meet with the parents and child and decide unanimously in the administration regarding the admission.
Share a success story that shows MGIS has achieved a unique breakthrough.
The Cafetaria Project is one of the most successful campaigns by MGIS, which is also close to my heart. Started in 1999, its idea is to empower kids from kindergarten to grade 11, once a month, by teaching them how to manage a cafeteria according to age competencies.
For the everyday menu, the students conduct surveys, make Venn diagrams, do mathematics, buy vegetables, manage the accounts, costing, selling, language, hygiene, science etc., and of course, look after the cooking process as well.
Every time The Cafetaria Project takes place, we witness in them the willingness to work as a team. We see them turning into brilliant managers who are having fun while learning. This initiative has taught us that the important aspects of life can be taught even in a kitchen. Learning is just not limited to the books, after all.
How does filmmaking help in the learning process?
Filmmaking is an interdisciplinary project that runs through several classes with varying degrees of difficulties. For example, to make a film for Ahmedabad Municipal Corporation on the awareness of dengue, students started with learning how to fill a tender, then bid for it, made the film, and managed all the aspects of the project. They’ve also made films with the election commission for voter awareness. These films have been played in theatres as well and applauded. While at it, the students are also learning about these pressing social issues and other life skills that go into making a film.
We integrate a lot of things into the project but the project must also mean something to the child. Ultimately, it should empower the child. Because when children are engaged in something wholeheartedly, they become truly active and productive. They also learn all the necessary life skills when engaged in real-life projects. And learning must be joyful!
How is MGIS different now after these 20 odd years of its establishment?
20 years down the line, what I believe we have achieved is the trust which was missing in the beginning. There was a lot of scepticism about the school being able to bring about the change we hoped for. We were told with just 300 children and a small set-up, having an impact on the classroom practice beyond MGIS was not possible. Parents also worried about how the children would perform in mainstream examinations and in universities, how they would fare in life and adjust, all these fears are now laid to rest. Since the last 20 years, our children have found their passion, gone on to chase their dreams and are excelling in their fields. Most importantly, they are happy individuals today with important values of honesty, compassion and ethics.
Also, the idea of MGIS was never just providing a unique pedagogy but also to add value to teachers’ lives with our Teacher Training programmes, in which we train educators of municipal schools, village schools and private schools alike, across India. We have also recently completed an online Teacher Training that we created with TATA and TISS for CBSE. Now CBSE has announced that its schools should follow experiential learning based on MGIS’s pedagogy, that means this training will be reaching to 1.2 million teachers. I strongly believe that this is the kind of impact even a small school can have, provided one is working really hard inside the classroom.
The dedication and resilience of MGIS and its founders are praise-worthy. At the time when education was not even possible for everyone, they opened a school to cater to all the sections of society and developed a joyful pedagogy that was more realistic and successful. This is inclusion at its best!
As the world becomes more interconnected, education is increasingly seen as a powerful bridge between cultures. Student and teacher exchange programmes are gaining traction globally as tools to foster cultural exposure, adaptability, and global citizenship. This International Education Day, let’s delve into the transformative potential of these initiatives and explore why they are essential for shaping global citizens in 2025 and beyond.
The Evolution of Exchange Programmes
Student and teacher exchange programmes have moved beyond simple cultural exposure. They now integrate global challenges like climate change, inequality, and technology into their curriculum. These programmes, such as Japan’s Sakura Science Exchange Program and Erasmus+, offer opportunities for students and educators to immerse themselves in diverse learning environments.
Highlighting the transformative nature of these experiences, Dr. Kalpana Gangaramani, Founder & Managing Director of Target Learning Ventures, said “In a world increasingly shaped by globalization and digital connectivity, international student and teacher exchange programmes have evolved into dynamic platforms for cross-cultural learning and collaboration… Education serves as a bridge, connecting diverse perspectives and equipping individuals with the skills to navigate an interconnected world.”
Cultural Exposure: A Catalyst for Change
For students, these programmes open doors to broader perspectives. Schools like The Bishop Strachan School in Toronto have demonstrated how international learning experiences—from performing at cathedrals in Ireland to exploring marine biology in Fiji—cultivate a deeper understanding of global issues.
“Cultural exposure through education promotes critical thinking and adaptability. It encourages students to view global challenges… inspiring innovative, collaborative solutions,” said Shaswati Sharma, Principal, Varanasi Public School, Rajatalab.
For teachers, these exchanges are equally transformative. Imagine a teacher from a Tier 2 Indian city visiting Japan or the UK, observing innovative classroom techniques, and returning with new strategies. Similarly, educators from developed countries can learn about India’s diverse student base and teaching methods.
Such interactions create a ripple effect, improving educational practices globally.
India’s Global Footprint
India has embraced the potential of international education with initiatives like NEP 2020 and partnerships with programmes such as Fulbright and Japan’s JET Program. Lt Gen Surendra Kulkarni, former Director of Mayo College, Ajmer, emphasised the importance of this dual approach, stating, “It is about building—‘Global boots, Indian roots’.”
Programmes like these not only empower students to appreciate global perspectives but also help them remain grounded in their cultural identity, creating well-rounded global citizens.
The Role of Technology
The inclusion of virtual exchange programmes has expanded accessibility. Digital platforms now bridge geographical divides, making global education more inclusive. For example, virtual collaborations under the Global Learning Exchange allow classrooms from different continents to interact, breaking barriers of cost and distance.
Mamta Shekhawat, Founder of Gradding.com, remarked, “Living and learning beyond borders can change how we see the world… They create friendships, dissolve stereotypes, and show us how deeply connected we all are.”
The Road Ahead
Statistics affirm the rising popularity of exchange programmes. According to UNESCO, international student mobility is projected to reach 8 million by 2025, underscoring their growing relevance. Moreover, research shows that students participating in exchange programmes are 71% more likely to secure leadership roles in their careers.
As Rashmi Sharma, Controller of Examinations and French Language Facilitator at The Mann School, noted, “Exchange programmes improve intercultural communication abilities… a student’s capacity to interact successfully in global contexts is improved, which is an essential benefit in the modern global economy.”
The Final Word
Student and teacher exchange programmes are not just about education; they are about creating a generation of empathetic, collaborative, and globally aware citizens. By integrating these programmes into mainstream education, schools worldwide can prepare their students and educators for the complexities of an interconnected world.
As PV Narayana, Principal of Westberry School, Tamil Nadu, aptly stated, “By experiencing different education systems, students can appreciate the strengths and weaknesses of each approach, ultimately enriching their learning journey… It’s crucial to invest in global education initiatives to empower the next generation of leaders, thinkers, and change-makers.”
This International Education Day, let’s celebrate the power of education in building bridges, breaking barriers, and shaping a harmonious global 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.
Amazon’s Future Engineer Program, launched in 2021, has reached significant milestones in its mission to bridge the digital divide and promote computer science education in underserved communities. The program has successfully trained three million students and 20,000 teachers across 272 districts in India, providing education in seven Indian languages, including Hindi, Tamil, and Marathi.
At the inaugural Careers of the Future Summit 2025, Amazon announced scholarships for 500 female students pursuing undergraduate degrees in computer science or related fields. Each scholarship, worth ₹2 lakhs over four years, includes additional support such as mentorship, coding boot camps, and personal laptops. These initiatives aim to address the gender gap in the tech sector and empower young women to thrive in technology-driven careers.
The summit, held in Delhi, brought together policymakers, educators, and industry leaders to discuss the integration of computer science education into school curriculums and its role in preparing students for future careers. It highlighted the importance of self-paced learning platforms and online certifications in creating equitable opportunities for students, especially in tier 2 cities.
Samir Kumar, Country Manager at Amazon India, emphasised the company’s commitment to fostering digital equity, stating, “At Amazon, we are committed to bridging India’s digital divide through education. Our Amazon Future Engineer program is offering 500 merit-based scholarships worth INR 2 lakhs each to female computer science students. We have already trained 3 million government school students and 20,000 teachers across 8 states. By empowering India’s youth with future-ready skills, we are nurturing the next generation of tech innovators. This investment in diverse, inclusive education is key to unlocking India’s potential and driving sustainable growth,”
The program has collaborated with non-profit organisations and government bodies to implement initiatives in states such as Delhi, Bihar, Tamil Nadu, and Maharashtra. It provides students with exposure to foundational AI concepts, coding, and project-based learning. Teachers have also benefited from targeted training programs, enabling them to effectively guide students in computer science.
While Amazon’s efforts mark significant progress, experts highlight the need for broader collaborations between corporations, governments, and educational institutions to sustain these initiatives and scale them nationwide.
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.
Sunbeam Suncity (School & Hostel) Varanasi has had a noteworthy year, marked by significant achievements across academics, sports, and cultural domains. Upholding the Sunbeam Group’s 52-year legacy, the school has demonstrated a steadfast commitment to fostering holistic education, encouraging global engagement, and nurturing well-rounded individuals.
A standout event of the year was the hosting of the Round Square Conference 2024 on Sunbeam Suncity’s expansive 65-acre campus. The event brought together 210 delegates from India, Europe, and the Middle East, providing a platform for students to engage in cross-cultural dialogue and develop a broader global perspective. This conference, along with the school’s active participation in associations such as Round Square and AFS, has offered students avenues to interact and collaborate on international platforms.
In the realm of academics and the arts, the school’s students delivered notable performances, particularly at the Kanchenjunga Lit Fest 2024, where they were awarded the title of Overall Champion. Students excelled in events such as quiz competitions, creative writing, debate, and visual arts, underscoring the school’s focus on fostering intellectual exploration and creative expression.
Sports also played a significant role in the school’s accomplishments this year. Sunbeam Suncity’s teams earned commendable recognition at various events, including the CBSE Cluster Table Tennis Championship 2024, where both team and individual honours were secured.
The school’s efforts to promote leadership and global awareness, combined with its consistent success in academic, creative, and athletic pursuits, highlight its dedication to preparing students for future challenges. Through a blend of tradition and innovation, Sunbeam Suncity continues to provide an educational environment that prioritises comprehensive growth and achievement.
The US PowerSchool data breach has once again spotlighted the vulnerabilities of the education sector to cyberattacks. As reported by Caitlynn Peetz for Education Week, the breach potentially exposed the personal data of millions of students and teachers, raising significant concerns about digital security in schools.
The K-12 operations platform PowerSchool, serving over 60 million students across 18,000 institutions globally, experienced a significant data breach on 28th December 2024. Hackers accessed sensitive information, including names, addresses, Social Security numbers, grades, and medical details of students and educators. This incident highlights the vulnerabilities in systems managing critical educational data, sparking concerns about privacy and cybersecurity in the education sector.
The Growing Threat in India
India is facing a surge in cyberattacks, with the education sector emerging as one of the most targeted. A report by Check Point Software Technologies reveals that Indian educational institutions experience an average of 8,195 weekly attacks, significantly higher than the global average of 3,355. Sensitive data, including students’ personal, academic, and financial records, makes these institutions lucrative targets for cybercriminals.
Weak cybersecurity measures and the growing reliance on digital tools post-pandemic have further exacerbated vulnerabilities. Generative AI and sophisticated phishing techniques have increased the frequency and severity of these attacks, exposing institutions to risks ranging from financial loss to reputational damage.
Consequences of a Data Breach
The consequences of a data breach in the education sector are far-reaching and can be devastating:
- Identity Theft: Personal information, once leaked, can lead to identity theft, affecting students and their families.
- Financial Fraud: Misuse of sensitive financial data can result in fraudulent transactions.
- Disruption to Learning: Cyberattacks often paralyse institutional operations, forcing schools to shut down for days or weeks.
- Erosion of Trust: Breaches undermine confidence in institutions, leading to reputational damage that can take years to repair.
Why the Education Sector is Vulnerable
Educational institutions store vast amounts of sensitive data but often lack robust cybersecurity frameworks. Their reliance on online platforms, coupled with limited budgets for IT infrastructure, makes them easy targets for cybercriminals. In India, post-COVID-19 adoption of online learning platforms has only increased exposure to data breaches.
Lessons from the PowerSchool Breach
The PowerSchool breach occurred due to compromised credentials, highlighting the importance of basic cybersecurity practices. The company has since implemented stronger password policies and multi-factor authentication. However, this incident underscores the need for a proactive approach to prevent such attacks in the first place.
Mitigating Cybersecurity Risks
To prevent 2025 from becoming the year of rampant cyberattacks on education, a multi-pronged approach is essential:
- Training and Awareness: Teachers, staff, and students must be educated about phishing and other cyber threats.
- Strong Password Practices: Implementing multi-factor authentication and avoiding password reuse are critical steps.
- Regular Audits: Conducting cybersecurity audits can help identify vulnerabilities and address them proactively.
- Data Encryption: Sensitive data should be encrypted to minimise the impact of breaches.
- Collaboration with Experts: Partnering with cybersecurity firms can provide institutions with the latest tools and strategies to combat threats.
- Government Support: Leveraging grants and policies to strengthen IT infrastructure in schools is imperative.
The alarming frequency of cyberattacks in both the US and India signals a pressing need for educational institutions to prioritise cybersecurity. As experts have advocated for integrating sports, humanities, AI, or STEM into education, a similar emphasis on digital safety could create a holistic approach to modern learning.
The data of students and educators is priceless. Safeguarding it is not just a technological challenge but a moral imperative to ensure the integrity and trustworthiness of educational institutions worldwide.
Education
Bhaichung Bhutia and Neeraj Chopra Amplify The Mission to Make India a Champion Nation Through Sports-Driven Education
Creating a nation of sports champions requires a fundamental shift in how India balances education and athletics. Former Indian football team captain Bhaichung Bhutia and Olympic gold medallist Neeraj Chopra have called for a more sports-integrated education system to nurture talent and elevate India’s global athletic standing.
Speaking at the Viksit Bharat Young Leaders Dialogue, Bhutia emphasised the urgent need for collaboration between the Ministry of Education and the Ministry of Youth Affairs and Sports. “Every child is trained to become a doctor or an engineer, but we need a more sports-friendly curriculum. Only then will India produce world champions,” Bhutia said. He suggested making sports a major subject in schools to build an ecosystem that values athletic achievement alongside academics.
Echoing similar sentiments, Neeraj Chopra highlighted the success of student-athletes in the United States, where schools and universities play a critical role in producing Olympic-level athletes. “If schools and universities in India adopt a similar approach, we will see a big rise in sports,” Chopra told Lallantop. He stressed that with proper management, balancing sports and education is achievable, citing American athletes as examples.
Both athletes pointed to the need for systemic changes in policy and mindset. Bhutia called for sports and education ministries to collaborate closely, while Chopra advocated for schools and universities to integrate competitive sports programs.
The calls from Bhutia and Chopra align with India’s growing focus on youth development under initiatives like the Viksit Bharat Young Leaders Dialogue. For India to become a sporting powerhouse, the nation must prioritise infrastructure, policy reforms, and a cultural shift that places equal importance on athletic and academic excellence.
Education
2024 Year in Review: Updates and Insights from the Department of School Education & Literacy
The Department of School Education & Literacy, under the Ministry of Education, unveiled several key initiatives and achievements in 2024, reflecting its commitment to implementing the National Education Policy (NEP) 2020. From boosting foundational literacy to advancing eco-conscious education, the department’s efforts highlight a transformative year in the realm of school education in India.
Samagra Shiksha: A Holistic Approach to Education
The Samagra Shiksha scheme continued its focus on integrating education from pre-primary to Class XII, aligned with Sustainable Development Goal 4 (SDG-4). Between 2018 and 2025, the scheme achieved notable milestones:
- 3,656 schools upgraded.
- 138,802 schools equipped with ICT and digital initiatives.
- 9,477 schools introduced vocational education.
The scheme also addressed inclusivity with provisions for children with special needs, including stipends, aids, and barrier-free infrastructure, ensuring equitable access to education.
PM SHRI Schools: Exemplars of NEP 2020
The PM SHRI scheme aims to establish over 14,500 exemplar schools to implement NEP 2020 effectively. As of 2024, 12,084 schools have been selected, spanning primary to senior secondary levels. These schools boast state-of-the-art infrastructure, including smart classrooms, Atal Tinkering Labs, and enhanced sports facilities, fostering holistic education and innovation.
PM POSHAN: Tackling Hunger and Promoting Nutrition
The PM POSHAN scheme continued to provide hot meals to students from pre-primary to Class VIII in government and government-aided schools. Key enhancements included:
- Integration of school nutrition gardens.
- Special provisions for anaemia-prone districts.
- Community participation through Tithi Bhojan.
Material costs for meals were also revised to address inflation, ensuring sustained nutrition for students.
ULLAS: Fostering Lifelong Learning
The ULLAS initiative aims to achieve universal literacy by providing foundational and vocational education to adults aged 15 and above. In 2024:
- Over 2 crore learners and 39 lakh volunteer teachers registered.
- Ladakh became the first fully literate administrative unit.
- National Literacy Week saw 4.8 crore participants.
PARAKH and Assessment Reforms
The National Assessment Centre, PARAKH, implemented the PARAKH Rashtriya Sarvekshan 2024, covering 23 lakh students across 87,619 schools. The survey aimed to benchmark student competencies and introduced Holistic Progress Cards (HPC) to capture multidimensional student progress.
Inclusivity and Accessibility
Under Samagra Shiksha, efforts to include children with special needs advanced significantly. Key achievements include:
- Accessible infrastructure in 58.5% of government schools.
- Development of educational content in Indian Sign Language.
- Dedicated resources for screening and supporting students with disabilities.
Environmental Awareness: Eco Clubs for Mission LiFE
Eco Clubs, aligned with the Mission LiFE initiative, empowered students to adopt sustainable practices. Activities in 2024 included:
- 1.46 lakh new Eco Clubs established.
- 5.18 crore saplings planted during tree plantation drives.
- School nutrition gardens promoting sustainable food systems.
Teacher Education and Training
The introduction of the Integrated Teacher Education Programme (ITEP) aims to enhance teacher training by offering a dual major bachelor’s degree in education and a specialised subject. This initiative, along with the National Mission for Mentoring (NMM), strives to elevate teaching standards and professional development.
Equivalence Across School Boards
PARAKH facilitated regional workshops and studies to standardise assessments and curricula across school boards, promoting equity in education nationwide.
Key Infrastructure Developments
- Approval for 85 new Kendriya Vidyalayas (KVs) and expansion of one existing KV.
- Enhanced accessibility through the generation of over 7 crore APAAR IDs, ensuring seamless academic transitions for students.
Looking Ahead
The department’s initiatives in 2024 reflect a comprehensive effort to make education inclusive, innovative, and aligned with future needs. From integrating technology to fostering environmental responsibility, these steps pave the way for a transformative educational landscape in India.
Sunbeam School Sarnath has marked a year of significant achievements, reflecting its commitment to innovation, talent, and holistic development. Among its accomplishments, the school secured 1st place in the Disaster Management category at the CBSE Regional Science Exhibition 2024, held at DPS Gomtinagar, Lucknow. This win has qualified its students for the National Finals, showcasing their capability to address real-world issues through science.
The school also hosted the district-level National School Band Competition 2024, where over 13 teams participated. Sunbeam School Sarnath’s Brass Band emerged victorious, earning first place and advancing to the National Finals. The event highlighted the dedication and teamwork of young performers.
In sports, the school’s U-11 Aerobics Team won a gold medal at the Inter School Gymnastics Aerobics Competition, held at Panini Kanya Mahavidyalay and organised by the Varanasi District Gymnastics Association.
Additionally, the school was honoured with the Institution of Happiness Award at the Institution of Happiness Conclave in Bangalore. This achievement was backed by the school’s emphasis on mental well-being and fostering an inclusive educational environment that prioritises emotional health alongside academic growth.
Union Minister for Education, Shri Dharmendra Pradhan, launched the draft UGC (Minimum Qualifications for Appointment & Promotion of Teachers and Academic Staff in Universities and Colleges and Measures for the Maintenance of Standards in Higher Education) Regulations, 2025, in New Delhi. The event also saw the inauguration of ‘Pushpagiri’, the new auditorium of the University Grants Commission (UGC), honouring the intellectual heritage of Odisha.
Addressing the audience, Shri Dharmendra Pradhan highlighted how the proposed reforms align with the National Education Policy (NEP) 2020, aiming to foster innovation, inclusivity, and flexibility in higher education. He praised the UGC team for their efforts and expressed optimism that these guidelines will empower academic staff, strengthen educational standards, and pave the way for Viksit Bharat 2047 through quality education and research.
The draft regulations have been made available for public feedback, with stakeholders invited to share their suggestions before the final version is published. Shri Pradhan underlined the transformative potential of these guidelines in shaping India’s education system, promoting holistic learning, and driving the country towards excellence in research and academia.
Key Highlights of the Draft Regulations 2025
- Flexibility in Qualifications: Candidates with NET/SET qualifications can pursue teaching careers in subjects differing from their previous degrees, with PhD specialisation prioritised.
- Promoting Indian Languages: Encourages academic publications and degree programmes in Indian languages.
- Holistic Evaluation: Eliminates score-based shortlisting, focusing on broader qualifications, including “Notable Contributions.”
- Inclusivity: Creates pathways for experts in arts, sports, and traditional disciplines, and welcomes accomplished sportspersons, including those with disabilities, into academia.
- Enhanced Governance: Revises Vice-Chancellor selection processes with expanded eligibility and transparency.
- Simplified Promotions: Streamlines promotion criteria, emphasising teaching, research, and academic contributions.
- Professional Development: Encourages faculty development programs for continuous skill enhancement.
- Transparent Processes: Ensures accountability in recruitment, promotions, and grievance redressal.
A Potential Game-Changer
If implemented effectively, the Draft UGC Regulations 2025 could significantly transform higher education in India. By fostering inclusivity, encouraging multilingualism, and prioritising holistic evaluation, these reforms align with global standards. Enhanced transparency and opportunities for professional development can uplift the teaching community, creating a vibrant ecosystem of learning and innovation. The focus on Indian languages and traditional disciplines could bridge the gap between modern education and cultural heritage, setting a benchmark for academic excellence worldwide.
The draft guidelines can be accessed for review and feedback on the UGC website.
The Year of Global Education: How Student Exchange Programmes Build Global Citizens
India Marks 10 Years of Beti Bachao Beti Padhao with Nationwide Celebrations
Amazon Future Engineer: 3 Million Students, 20,000 Teachers Trained Across India
AI Creating Personalised Learning Pathways for Students
National Startup Day: A New Era for Education and Entrepreneurship
Sunbeam Suncity’s Year of Achievements and Global Engagement
2025: A Wake-Up Call for Cybersecurity in Education After the US PowerSchool Breach
Bhaichung Bhutia and Neeraj Chopra Amplify The Mission to Make India a Champion Nation Through Sports-Driven Education
National Youth Day: Would Swami Vivekananda Be Proud of Indian Youth Today?
2024 Year in Review: Updates and Insights from the Department of School Education & Literacy
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Education2 months agoJaipur History Festival 2024: India’s Biggest History Festival Returns with a Unique Focus on Financial Literacy and Folk Arts
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Education2 months ago
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Education2 months agoKhan Academy Launches Khanmigo AI Tool for Teachers in India
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