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ScooNews Webinar: Heritage Xperiential Learning School Reveals What Makes It No.1
Read all about The Heritage Schools and their one of a kind curriculum SEL, that helped them teach better and become the No.1 school in India.
Published
5 years agoon

With more than 5,000 attendees eager to learn what makes The Heritage Schools triumphant, ScooNews hosted a webinar on May 1, 2020, with the administrational heads of Heritage Xperiential Learning School, Gurugram, India.
Panellists:
- Manit Jain: Co-founder, The Heritage Schools (Panel Chair)
- Ariana Heifetz: Social Emotional Learning, Heritage Xperiential Learning School
- Ezette Grauf: Head Teaching & Learning, Heritage Xperiential Learning School
- Noora F. Noushad: Head Design & Technology, Heritage Xperiential Learning School
- Neena Kaul: Director& Principal, Heritage Xperiential Learning School
- Vishnu Karthik: Director, The Heritage Schools
During the 1.5-hour-long session, Ravi Santlani, CEO ScooNews, asked these ed-gurus what goes into the making of India’s no.1 school. Manit Jain and his team of experts explained about their personally-developed curriculum Social Emotional Learning (SEL), that single-handedly revolutionised the education sector. He began the session by sharing his school’s journey towards SEL and why he thought it was important to bring about a change in the ways of authentic teaching.
Excerpts are from the slides they shared, in their words:
Manit Jain, Co-founder, The Heritage Schools
For the change to happen in the education system, a more meaningful model was needed to be created. A kind of experiential education which remains relevant for decades to come. For us, this meant no uniforms, no textbooks, no subjects, no tests and a fully multidisciplinary project-based curriculum prepared by our teachers.
By 2013, the school started getting appreciation and acknowledgement as one of the best schools in the country. However, 2016 hit us with a wake-up call. Sadly, we had become too mechanical and were needed to rehumanise ourselves because of the following factors:
Industrial Revolution
- In 2016, the 4th industrial revolution was announced by the World Economic Forum.
- It was coming together of the digital, the biological and the physical that made us reevaluate the learning model.
- The authentic ways needed a modern twist.
Fewer Jobs For Humans
- The technology was constantly growing and repetitive tasks, which do not need creative touch, would be now done with the help of Artificial Intelligence.
- Jobs would decrease, forcing humans to develop social and creative intelligence.
We had to look into different ways of teaching that would develop those sought-after qualities in the coming generation, to avoid being obsolete in future. This included:
Social Intelligence
- Empathy Perceptiveness
- Negotiation Conflict Resolution
- Persuasion
- Assisting & Caring
- Sharing
Creative Intelligence
- Originality
- Curiosity
- Deep Thinking
Preparedness
We figured out how we need to prepare and what we need to focus on to develop the qualities that make us more compassionate. This included:
- Self-ability to know and accept one’s SWABHAV (self).
- Ability to create deep meaningful and essential relationships.
- Feeling of citizenship (community).
- The actual meaning of livelihood:
- Meaning: Doing something that gives life meaning.
- Mastery: Learning something every day.
- Money: True happiness comes when one does something for others.
In the meantime, our SEL curriculum evolved. This consists of 5 major points:
1. Project-Based Learning. Example, The Bicycle Project
- 7th graders in their project-based learning classes developed a project to be presented to the city government for a bicycle path in the city.
- For this project to succeed, the students needed a purpose, relevance, and real problem-solving ability.
- Students went through several phases of learning while working on old bikes to refurbish them, donating to the helping staff, learning the history and development, researching bike-friendly cities, etc.
- Learning from projects helped in interdisciplinary education.
- This project-based learning gave them deeper agendas than just learning academics.
Ariana Heifetz: Social Emotional Learning, Heritage Xperiential Learning School
2. The Human Framework: Specific aspect to be nurtured and developed
- My Essence/My Swabhav: Exploring one’s emotions, reactions, yearnings to have an understanding and a healthier relationship with oneself.
- My Purpose/My Swadharm: To be able to connect with one’s passions, to be able to give meaning to life & set goals.
- My Relationship: Foster true connections that bring joy by practising empathy and learning conflict resolution.
- My Context/My Water: Acknowledging that we don’t exist in isolation. Acknowledge what nurtures and gives values, hopes and spirituality and what does not.
Ezette Grauf: Head Teaching & Learning, Heritage Xperiential Learning School
3. Literacy
- We reshaped what literacy meant so far and what it is supposed to do from now on.
- Changing its assessment to match the definition.
- Set a new target and bring in models to support it.
- Provide training, resources, etc. to move forward.
- Having a well-curated library to support the curriculum.
What Constitutes Literacy Crime?
- The very thought that ‘One book fits all’: Not all children are born with the same comprehension abilities and hence, the reading material provided must differ to meet the individual requirements.
- Killing their love for reading and writing: This happens when we give them only non-fiction-related assignments that in no way build their reading style.
- Not providing adequate time for literacy learning.
- To think that accurately reading out words is a kind of reading success.
- Focusing on the whole group at the expense of individuals.
- Holding on to a book snobbery and book-judgement, using abridged classics.
- Forbidding student choice in reading and writing.
- To be a literacy teacher who chooses not to read.
Noora F. Noushad: Head Design & Technology, Heritage Xperiential Learning School
4. Technology to Enhance Creative Intelligence
Unlike several other countries, India lacked a framework to prepare students progressively, so we researched the global standards. They are:
- To shift the focus of technology consumption to creation, a comprehensive framework was developed to promote integral creative intelligence skills.
- Contextualized into our curriculum to develop grade-wise learning targets in innovation and technology creation.
- We implemented real-world problem-solving teaching methods, unlike robotics and technology clubs, to provide equal learning opportunities.
- Our focus is to enhance concepts like design thinking, rapid prototyping, to instil virtues of collaboration & design failure.
Vishnu Karthik, Director, The Heritage Schools
5. Bringing It All Together
- Regardless of the board followed by the school, the SEL model can be fitted into one’s curriculum and be easily customized.
- Curriculum standards shared above are as effective as they are implemented. What questions should be kept in mind while designing it is:
- Are these standards well-mapped into lesson plans?
- Do teachers do a good job of teaching that lesson in the class?
- Are students engaged enough in those lessons?
- Are the right assessments designed to measure those standards?
- Are feedbacks taken and provided to better the teaching and curriculum?
- Pairing all of this together is predominant.
Instructional Leadership Pedagogy & Protocols
We built a core pedagogy pyramid for all the teachers to follow by doing the following:
- Classroom Management: We use the pyramid as the lense to look at any practice in a classroom
- Training modules were developed.
- Pedagogical Practices: Student facing as well as teacher facing
- Analyzed the level of proficiency of teachers in a particular class
- Cognitive Coaching: We coached teachers to master their craft of teaching
- We brought in a culture of continuous improvement of teaching and learning practices
- We created a central team (panellists from today) whose core focus was to build capabilities in these discussed 5 domains
- Convincing the parent and teacher community for a complete change management process, workshops were held for the same.
- We created a system within the community to make this work. This was called a team of champions.
- We wanted teachers as well as students to have a product building mindset, a discipline to recreate what we built in the school to bring innovation to the market.
What is the journey forward?
To make sure that we, as an institute, keep evolving along with our curriculum, we revise the following points now and then:
- Center of Excellences (COEs): we get experts who help us reach out to more schools, help them implement SEL, and solve any issues they come across.
- Scale Up the Models: we do not want this model to be feasible for upscale private schools only, we are looking into cost moderation so to make it available to an average Indian kid across the nation.
- Technology Platform: all the work created in the last five odd years have been moved to online now. Since technology is the way forward, it is better to embrace it than be afraid of it.
Neena Kaul: Director& Principal, Heritage Xperiential Learning School
Operation & Culture of The Organisation
- The right kind of structures & effective robust processes increases the efficacy of any organisation.
- To sustain this culture, we need to be open to new ideas, develop an ability to take feedback, engage in reflective practices, and operate from trust and faith.
- Distribution of leadership should be converging as well as diverging at the right time in the right way.
Finally, for a deeper understanding of the SEL model, the team took to some crucial questions:
How can SEL be woven into a school community?
- SEL teams are present on each program level
- Parent engagement is crucial
- SEL subject integration to happen in all subject fields
- Focused curriculum for Junior, Middle & Senior classes to be prepared
- SEL skills model to be introduced
- SEL data gathering to monitor quality and growth
What are the popular myths related to SEL?
- Myth: adults need to perfectly master SEL skills
Fact: adults are also continuous learners
- Myth: Constant happiness, calm, and positivity is the goal of SEL
Fact: Social-emotional health does not equal being happy all the time
- Myth: Teachers must make students understand what values are good and which are bad
Fact: Values are not ‘taught’ by lecturing
CONCLUSION:
SEL or Social Emotional Learning is an empathetic education system that not just teaches the purpose of doing well in exams but also leads the way of life with every lesson. This learning model is necessary for children to be content in their lives and have a more meaningful existence while growing up.
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PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education
Published
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May 29, 2025
Union Education Minister Dharmendra Pradhan delivered the valedictory address at the PadhAI: Conclave on AI in Education, held in New Delhi and organised by the Centre of Policy Research and Governance (CPRG). The two-day conclave brought together senior policymakers, educationists, and technology experts to discuss the growing role of artificial intelligence in reshaping India’s education landscape.
In his address, Pradhan emphasised that artificial intelligence is not merely a technological tool, but a transformative force and a catalyst for innovation in education. “AI is a bridge between empathy and technology,” he said, underlining the need for India’s human intelligence to take the lead in the global AI revolution.
The Minister highlighted several initiatives undertaken by the government to promote AI in education, including the establishment of Centres of Excellence in AI and plans to promote AI integration in Indian languages. He stressed that leveraging AI to foster critical thinking in classrooms was no longer optional but essential, marking a transition from “chalkboards to chipsets.”
He also called upon academicians and technologists to collaborate on policy suggestions that would enable India to responsibly and effectively integrate AI in school and higher education systems.
The conclave featured a series of panel discussions and keynote addresses exploring how AI is transforming classroom teaching, expanding learning beyond the four walls, and the structural challenges that need to be addressed for effective implementation.
Notable speakers included Jitin Prasada, Minister of State for Commerce & Industry and Electronics & IT; Ashish Sood, Minister for Education and Higher Education, Delhi; Vineet Joshi, Secretary, Department of Higher Education and Chairperson, UGC; Abhishek Singh, CEO, IndiaAI Mission; Pankaj Arora, Chairperson, NCTE; Anil Sahasrabudhe, Chairman, NETF; Yogesh Singh, Vice Chancellor, University of Delhi; Sanjeev Bikhchandani, Co-founder, Info Edge; and Rashmi Das, Chairperson, Higashi Autism School.
The event concluded with a call for increased collaboration between the public and private sectors to harness AI for inclusive and accessible education.
Education
University of Liverpool to Open First International Campus in Bengaluru by 2026
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In a significant development for India’s higher education sector, the University of Liverpool—one of the United Kingdom’s most prestigious academic institutions and a member of the Russell Group—has announced plans to establish its first international campus in Bengaluru. The university aims to commence operations by 2026.
This marks the first time a Russell Group university, often likened to the Ivy League for UK higher education, will set up a physical campus in India. Known for its world-class research and academic rigour, the University of Liverpool was founded in 1881 and has produced nine Nobel laureates. Its entry into the Indian education landscape is expected to bolster the globalisation of Indian higher education and widen access to top-tier international programmes.
Initially, the Bengaluru campus will offer undergraduate and postgraduate courses in Business Management, Accounting and Finance, Computer Science, Biomedical Sciences, and Game Design—making it the first UK university to offer these programmes from within India. The range of disciplines is expected to expand over time.
Karnataka Chief Minister Siddaramaiah hailed the development as a “landmark moment” in the state’s educational journey. “For many years, our brightest minds left the country to study abroad. Today, a top global university is choosing to come here,” he said, adding that the government would ensure full support through policy and infrastructure.
In a move to bridge industry and academia, the university also signed an MoU with Bengaluru-based IT major Wipro to collaborate on research, innovation, and skill-building programmes.
Education
Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul
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Delhi University’s Executive Council (EC) has approved sweeping curriculum revisions that have sparked sharp protests from faculty members, igniting a fresh debate over academic freedom, ideological influence, and the future of higher education in India. The changes, ratified during the EC’s 1,275th meeting, affect multiple departments including Psychology, Sociology, and English, and introduce new programmes in journalism and nuclear medicine.
Among the most contentious shifts is the removal of conflict-based case studies from the Psychology of Peace paper. Case references to Kashmir, Palestine, India-Pakistan relations, and the Northeast have been replaced with conflict-resolution examples drawn from Indian epics like the Mahabharata and Bhagavad Gita. Similarly, a Sociology paper has dropped foundational thinkers like Karl Marx and Thomas Robert Malthus, along with key sections such as the Sociology of Food and the critical lens on the Sociology of Law.
Faculty members are sounding the alarm. As per a story in Business Standard, EC member and Associate Professor at Kirori Mal College, Rudrashish Chakraborty, called the changes “a complete disregard for disciplinary expertise” and warned they could severely damage DU’s global academic standing.
At the heart of the backlash is a deeper concern about ideological overreach in curriculum design. Critics say the move replaces rigorous, research-based frameworks with selectively religious narratives, undermining the pluralism that once defined Indian academia.
Why These Topics Were in the Curriculum in the First Place
Incorporating geopolitical issues like Kashmir and Palestine in social science syllabi wasn’t about courting controversy—it was about helping students understand conflict, diplomacy, and peace-building through lived realities. Scholars like Marx and Malthus, often labelled as ideologues, contributed frameworks that shaped global discourse on inequality, population, labour, and social justice. To erase them from academic memory is not just selective—it’s intellectually dishonest.
Their inclusion wasn’t about promoting one ideology over another but about exposing students to a spectrum of thought. If academic institutions stop encouraging intellectual plurality, they risk becoming echo chambers that simply mirror prevailing politics.
What Could Have Been Done Differently
If the aim was truly to Indianise or decolonise the curriculum—as has been cited in many recent reforms—it could have been done with scholarly rigour. Including Indian thinkers alongside global ones, offering critical engagement rather than replacement, and developing interdisciplinary modules that draw on Indian social realities would have strengthened rather than diluted the curriculum.
A meaningful curriculum reform should be inclusive, consultative, and pedagogically sound. Instead, these changes appear abrupt and top-down, with several faculty members alleging they were not adequately consulted. As one member remarked, “Modernisation cannot come at the cost of academic autonomy.”
The counter to a whitewashed curriculum should not be to do the exact opposite. Figures like Karl Marx are not just ideologists; their legacies extend beyond nation-states. They presented global ideas that remain relevant to Indian society, especially in an age grappling with inequality and labour rights.
And religion—while an important part of many societies—must never dominate education policy. When one faith is elevated in academic materials meant for students of all backgrounds, it chips away at the secular fabric of our democracy.
Replacing complex geopolitical issues with religious scripture is not only pedagogically flawed—it’s, frankly, a dangerous precedent.
New Programmes and Policy Decisions
Beyond the curriculum overhaul, DU has also announced the launch of a two-year M.A. in Journalism in both Hindi and English, and a BSc in Nuclear Medicine Technology, to be offered at the Army Hospital (R&R) for Armed Forces Medical Services personnel. The EC also introduced a new policy for determining teacher seniority, with age taking precedence over API scores when qualifications are equal.
A committee has been constituted to assess the implications of a DoPT circular mandating periodic review of employees aged 50 and above—raising concerns about forced retirement policies within the university system.
As the NEP rollout moves ahead, universities like DU need to walk the path wisely. Reforms should fuel learning, not push a story. Education isn’t meant to box students into ideologies—it’s meant to open minds, spark debate, and shape citizens who can think for themselves. Our classrooms should dig deeper, not go narrow. We can’t afford to swap knowledge for one-sided thinking.
Education
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
Published
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In a significant step towards multilingual education, the Central Board of Secondary Education (CBSE) has issued a directive asking all affiliated schools to begin mapping the mother tongues of students from pre-primary to Class 5. The move aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023, both of which advocate for the use of the child’s home language in early education.
In a circular dated May 22, CBSE encouraged schools to adopt the child’s mother tongue—or a familiar regional language referred to as R1—as the medium of instruction, particularly from pre-primary to Class 2. From Classes 3 to 5, students may either continue with R1 or be introduced to a second language (R2) for instruction.
While CBSE has previously recommended the use of mother tongue in classrooms, this circular signals a stronger push, potentially paving the way for it to become compulsory in the future. The Board has advised schools to start aligning their academic content with this change by the end of the summer break, although a flexible timeline has been offered.
The rationale behind this shift is grounded in research: young children grasp concepts better when taught in the language they speak at home. With NEP and NCFSE both promoting concept-based, multilingual learning, CBSE’s decision aims to make foundational education more accessible and meaningful.
To support this transition, schools are required to form NCF implementation committees by the end of May. These teams will oversee language mapping, adapt teaching materials, and coordinate teacher training for multilingual education. Starting in July, schools must also submit monthly progress reports, and academic observers may visit institutions to offer feedback and support.
NCERT has already made textbooks for Classes 1 and 2 available in 22 Indian languages, with higher-grade translations underway. The aim is clear—bring the school closer to the home, linguistically and emotionally, for India’s youngest learners.
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Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
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In a decisive step to protect students from the dangers of tobacco and substance abuse, the Ministry of Education has launched a nationwide enforcement campaign urging all States and Union Territories to make educational institutions completely tobacco- and substance-free zones. The announcement follows the 8th Apex Committee meeting of the Narco-Coordination Centre (NCORD), chaired by the Ministry of Home Affairs, which highlighted the urgent need to safeguard India’s youth.
The Department of School Education and Literacy (DoSEL), through Secretary Sanjay Kumar, has called for strict implementation of the Tobacco-Free Educational Institutions (ToFEI) guidelines. This month-long enforcement drive will begin on May 31, 2025—World No Tobacco Day—and continue until June 26, 2025, which marks the International Day Against Drug Abuse and Illicit Trafficking.
The move comes at a time when rising tobacco use among adolescents has become a growing concern. According to the Global Youth Tobacco Survey (GYTS-2), 2019, over 8.5% of Indian students aged 13–15 use tobacco in some form, and shockingly, 5,500 children in India start using tobacco every day. Studies have shown that tobacco is often a gateway to more dangerous forms of substance abuse, and its easy availability around schools further adds to the challenge.
To combat this, the ToFEI guidelines mandate a comprehensive nine-point action plan for schools and colleges, which includes the display of signage, awareness campaigns, inclusion of tobacco policies in the school code of conduct, and nominating tobacco monitors. However, two key activities that demand immediate support from local authorities are:
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Marking a yellow line 100 yards around all educational institutions to designate them as tobacco-free zones.
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Ensuring no tobacco sales within that 100-yard radius, in line with Section 6(b) of the Cigarettes and Other Tobacco Products Act (COTPA), 2003.
Local enforcement agencies have been urged to work with school authorities to implement these measures on the ground. A previous advisory from the Ministry of Home Affairs in November 2024 had already reinforced the need for strict action on these fronts.
The Ministry has also appealed for the involvement of teachers, parents, and School Management Committees (SMCs) in creating safer environments for students. Schools are encouraged to report any violations to the local police and help enforce the guidelines without fear of repercussions. States have been advised to develop a Standard Operating Procedure (SOP) to facilitate this process.
To raise awareness, the Ministry has launched the ‘World No Tobacco Day Awareness Quiz – 2025’ on the MyGov platform. Open from May 22 to July 21, the quiz is aimed at students, educators, and the general public to educate them about the dangers of tobacco in an engaging and informative way.
Link: https://quiz.mygov.in/quiz/world-no-tobacco-day-awareness-quiz/
As India strives to harness its youthful demographic for a healthier and brighter future, the Ministry’s campaign is a call to action—urging all stakeholders to come together and make educational spaces truly safe, healthy, and drug-free.
Education
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
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When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.
Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.
And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.
The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.
For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.
Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.
This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.
Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.
Education
Kerala Reimagines Schooling: Social Awareness Over Syllabi in Bold New Reforms
Published
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May 22, 2025
Kerala’s Department of Public Education is steering its schools in a direction few others in the country have ventured. With a growing emphasis on emotional well-being, civic sense, and digital discipline, the state has announced a series of reforms that aim to reframe the purpose and process of schooling in the 2025–26 academic year.
The most striking of these changes is the introduction of a two-week social awareness programme at the beginning of the school year for students from Classes 1 to 10, starting June 2. Higher secondary students will take part in a shorter version of the initiative from July 18. In this period, traditional textbooks will be set aside in favour of sessions that explore topics like drug abuse prevention, responsible social behaviour, emotional regulation, hygiene, gender sensitivity, and legal awareness.
The programme was designed in consultation with experts from the Police Department, Social Justice Ministry, Child Rights Commission, SCERT, and others, ensuring that content is both relevant and age-appropriate. Arts and sports will also be given space during this period, further promoting a holistic approach to education.
In addition to curriculum shifts, the department has issued a directive asking teachers not to create or share reels and videos on social media platforms during school hours. This move comes in light of growing concerns about distractions and the professional image of educators in the digital age.
These reforms reflect a deeper philosophical shift. Education Minister V Sivankutty’s vision seems to be one where schooling is not only about academic advancement but also about nurturing responsible, resilient individuals. While some critics may question the timing or implementation capacity of these reforms, the global education landscape suggests Kerala may be on the right track. Countries like Finland and New Zealand have already incorporated social-emotional learning and life skills into their core curricula, recognising that academic performance alone does not prepare students for an unpredictable world.
Are these reforms necessary? Given rising cases of student stress, substance abuse, and digital addiction, the answer may well be yes. By introducing these changes early in the academic calendar, Kerala is making a case for front-loading empathy, awareness, and life-readiness—concepts that are increasingly critical but often delayed in traditional schooling.
Whether this is a bold experiment or the beginning of a national shift remains to be seen. But there’s little doubt that other states will be watching closely.
Education
Mizoram Declared First Fully Literate State in India
Published
2 weeks agoon
May 21, 2025
Mizoram has officially been declared India’s first fully literate state, marking a significant milestone in the country’s journey towards inclusive education. The announcement was made by Mizoram Chief Minister Lalduhoma on 20 May 2025, during a ceremony held at Mizoram University in Aizawl.
The declaration follows the successful implementation of the ULLAS – Nav Bharat Saaksharta Karyakram (New India Literacy Programme), a centrally sponsored scheme focused on adult education for those aged 15 years and above. Aligned with the National Education Policy 2020, the programme covers five areas: foundational literacy and numeracy, basic education, critical life skills, vocational skills, and continuing education.
According to the 2011 Census, Mizoram had already achieved a high literacy rate of 91.33%, placing it third in the country. To bridge the remaining gap, a door-to-door survey conducted by Cluster Resource Centre Coordinators (CRCCs) in August–September 2023 identified 3,026 non-literate individuals. Of these, 1,692 actively engaged in learning activities. This progress helped the state surpass the 95% literacy threshold required to be considered fully literate, as per the Ministry of Education’s criteria. The 2023–24 PFLS survey further confirmed Mizoram’s literacy rate at 98.20%.
This achievement was made possible through the efforts of 292 volunteer teachers, including students, educators, and CRCCs, who supported learners at the grassroots level. Their contribution, driven by community spirit and a strong sense of duty, was instrumental in reaching every corner of the state.
The event was attended by Jayant Chaudhary, Minister of State (Independent Charge), Ministry of Skill Development and Entrepreneurship and Minister of State for Education; Vanlalthlana, Mizoram’s Minister of School, Higher and Technical Education; Chief Secretary Khilli Ram Meena; and Special Secretary David Lalthantluanga, among other dignitaries and students. Mizoram’s accomplishment offers a model for other states aiming to eliminate adult illiteracy. Nationally, the ULLAS scheme has seen more than 2.37 crore learners and over 40.84 lakh volunteer teachers registered through the mobile app. Earlier, on 24 June 2024, Ladakh became the first administrative unit in India to declare full literacy.
Education
Delhi Government Schools to Introduce ‘Kaushal Bodh’ Pre-Vocational Programme for Classes 6 to 8
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Starting from the academic year 2025–26, government schools in Delhi will introduce a pre-vocational education programme titled Kaushal Bodh for students of Classes 6 to 8. The initiative, aligned with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCF-SE) 2023, aims to equip students with essential life skills and vocational awareness from an early age.
According to a circular issued by the Vocational Education Branch of the Directorate of Education (DoE), the programme will be rolled out in phases—beginning with Class 6 in the first year, followed by Classes 7 and 8 in subsequent academic sessions. Kaushal Bodh has been conceived as a distinct subject that places equal emphasis on hands-on learning and real-world applicability.
The curriculum is designed around three core domains: Work with Life Forms, Work with Machines and Materials, and Work in Human Services. Students will complete three practical projects annually—one from each domain—engaging in activities such as organic farming, pottery, carpentry, millet-based cooking, embroidery, and basic electrical tasks.
Each student will dedicate 110 hours per academic year to this programme. Assessments will be conducted using a mix of written tests, oral presentations, activity logs, portfolios, and teacher observations. These will focus not only on the mastery of practical skills but also on critical thinking, collaboration, and problem-solving.
The circular also outlined the responsibilities of school leadership and teachers in ensuring the success of this initiative. Heads of schools are tasked with overseeing the implementation of the programme and supporting teacher training. Regular subject teachers will guide students through vocational tasks and help integrate skill development into everyday learning. To further enhance student engagement, the Directorate of Education will also host Kaushal Melas—school-level exhibitions showcasing student work, fostering cross-learning, and encouraging community participation.
By making vocational education a structured and integral part of middle school learning, Kaushal Bodh seeks to bridge the gap between academic knowledge and practical life skills. The initiative not only reflects a shift towards holistic, application-based learning but also responds to growing calls for early exposure to career-oriented competencies within the school system.
Education
CBSE’s ‘Sugar Boards’ Initiative: Tackling the Sweet Crisis in Indian Schools
Published
2 weeks agoon
May 19, 2025
In an effort to combat rising sugar consumption among students, the Central Board of Secondary Education (CBSE) has directed all affiliated schools to establish “Sugar Boards”—a dedicated awareness initiative designed to monitor and educate students about the dangers of excessive sugar intake. This decision follows a sharp increase in Type 2 diabetes among children, a condition once primarily seen in adults, but now a growing concern in school-aged populations.
Why Sugar is Becoming a Silent Crisis
The CBSE has observed a troubling rise in Type 2 diabetes among students over the past decade. Health experts attribute this trend to the easy availability of sugary snacks, soft drinks, and processed foods within school environments. Studies indicate that sugar constitutes 13% of daily calorie intake for children aged 4 to 10 years and 15% for those aged 11 to 18 years—far exceeding the World Health Organization’s (WHO) recommended limit of 5%.
These Sugar Boards, mandated by CBSE, will serve as educational displays within schools, informing students about the risks of excessive sugar consumption. They will display critical information, such as:
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Recommended daily sugar intake
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Sugar content in commonly consumed foods (sweets, sodas, chocolates)
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Health risks associated with high sugar intake, including obesity, diabetes, and dental problems
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Healthier dietary alternatives
The directive also encourages schools to conduct awareness seminars and workshops, helping students make informed food choices. Schools are required to submit reports and photographs of their Sugar Boards by July 15.
The Real Enemy is Advertising
But while the CBSE is focusing on sugar consumption within schools, global research highlights a much larger problem—junk food advertising. As reported by The South First in a recent story, a study presented at the 2024 European Congress on Obesity in Malaga found that even five minutes of exposure to junk food advertisements could cause children to consume an extra 130 kilocalories per day. Professor Emma Boyland from the University of Liverpool explained, “Our results show that unhealthy food marketing leads to sustained increases in caloric intake among young people—enough to promote weight gain over time.”
This research highlights that children’s sugar consumption is not just influenced by what they eat in school but also by what they see on their screens. Junk food marketing—whether through TV, online ads, or even brand-only advertisements—significantly impacts children’s eating habits.
Nithin Kamath, Founder & CEO of Zerodha & Rainmatter Foundation, and a popular LinkedIn thought leader, recently highlighted the Sugar Boards initiative on social media, thanking Food Pharmer (Revant Himatsingka) for contributing to this change with his content.
Revant Himatsingka, popularly known as Food Pharmer, has been a vocal advocate for healthier eating habits among children. His digital content, which breaks down the sugar content of everyday foods—from malted drinks to packaged juices—has gained widespread attention and spurred conversations on healthy eating among parents, schools, and policymakers.
Kamath’s post acknowledged that while the CBSE’s initiative is a step in the right direction, true change requires parental awareness and action. “Now to figure out how to get parents to care about it. How to reduce sodas, coffee/tea (majority of it is mostly sugar), malted drinks, chocolates, sweets, etc.,” he wrote.
Will ‘Sugar Boards’ Be Enough?
While the Sugar Boards are a commendable initiative, many may argue that they are only part of the solution. Schools can monitor students’ sugar intake on campus, but the problem extends beyond the school gates. Children are exposed to junk food advertising on social media, in video games, and even through influencer endorsements.
Professor Boyland’s research shows that even brand-only food ads—advertisements that showcase brand logos without directly promoting food—can significantly increase children’s calorie intake. This means that without stricter advertising regulations, schools may find it difficult to counter the impact of sugar marketing.
CBSE’s Sugar Boards are a commendable initiative, but their success will depend on consistent awareness efforts, parental involvement, and broader policy changes. Experts recommend a multi-pronged approach:
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Stricter regulations on junk food marketing aimed at children
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Mandatory nutrition education as part of the curriculum
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Collaboration with parents to reduce sugary foods at home
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Regular health check-ups and BMI monitoring in schools
With diabetes and obesity on the rise among young Indians, addressing the sugar crisis is no longer just a dietary choice—it is a public health necessity.
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