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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.

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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Education
Beyond the Syllabus: School Teachers’ Insights on Project-Based Learning

How classroom experiences are being reshaped through projects, inquiry, and authentic learning
As the classroom grows beyond the boundaries of textbooks and blackboards, so too does the role of the teacher, and the very meaning of learning. Project-Based Learning (PBL), once considered a niche innovation, is increasingly being embraced by educators across schools in India. But what happens when PBL moves from theory to practice?
To answer this, we turned to the people at the heart of the learning experience: teachers.
In conversations with educators from diverse school contexts, one theme was clear: PBL is not just a teaching strategy; it’s a transformation in how students learn, engage, and grow.
From Worksheets to Real-World Work: How PBL Differs from Traditional Homework
One of the clearest contrasts teachers observed was how PBL moves learning from repetition to relevance. Traditional homework often reinforces information through rote exercises. PBL, by contrast, asks students to apply their knowledge to solve problems, create products, or investigate issues that matter to them.
One teacher shared how using PBL to raise student awareness about water pollution was a hit in the class. Instead of just assigning problems, the students were made to create awareness posters, conduct surveys in their neighbourhood, and suggest solutions through group presentations. The teacher also noted how the students took the lead, and had an ownership over this project that they usually don’t showcase.
The shift from repetition to application fosters deeper engagement. Several teachers noted that students who previously struggled to stay motivated with homework showed renewed interest when asked to take on real-world challenges.
Changing Roles: Teachers as Facilitators, Not Just Instructors
Project-Based Learning also changes the role of the teacher, who went from being the sole source of knowledge to a guide who supports inquiry and exploration.
One common change teachers noticed was on how they had to let go of control in the classroom. Naturally, the students now had to work on projects on their own, and could only come to the teacher for guidance and help. The teachers noted that they helped their students ask the right questions, find credible sources, and evaluate their work, instead of completely placing the burden of learning on the teacher themselves.
This change isn’t always easy. It requires a shift in mindset and in many cases, rethinking how time is used in class. But most teachers agree: the shift is worth it. PBL has encouraged interdisciplinary approaches, made space for collaborative learning, and created more meaningful student-teacher interactions.
Unlocking Student Potential: What PBL Offers Beyond Academics
Academic performance remains important, but a lot of teachers repeatedly pointed out that PBL nurtures a broader set of skills, like critical thinking, collaboration, communication, and creativity. One teacher particularly noted on how their quietest students became ‘leaders’, and became outspoken when it came to presenting their ideas and projects. While not directly, PBL helped these students find their voices, and find confidence in their effort and abilities.
Students learn to manage time, negotiate roles, and solve problems, skills that aren’t always reflected in exam scores but are vital for life beyond school. For many teachers, the most rewarding aspect of PBL was watching students take initiative, work through failure, and reflect on their learning.
Widening the Circle: Strategies for Scaling PBL in More Classrooms
While the benefits are clear, teachers acknowledged that implementing PBL at a large scale comes with challenges, like limited time, rigid curriculum structures, and unfamiliarity among teachers.
They offered a few practical suggestions for schools and educators considering wider adoption:
- Start Small and Build Confidence: Starting with short projects aligned to the unit you are already teaching introduces PBL in an easy manner. This way, teachers do not have to worry about overhauling their curriculum, or for making huge changes to their current teaching methods.
- Encourage Collaboration Among Teachers: Joint planning across subjects makes projects richer and more integrated. This also promotes interdisciplinary skills among students, and allows them to craft solutions using different subjects and skillsets.
- Make Time for Reflection: Embedding opportunities for students to present, critique, and reflect helps solidify learning. By reflecting on their projects and mistakes, they can understand how they can improve their approach to PBL.
- Support Professional Development: Teachers emphasized the need for ongoing training, not just one-off workshops but long-term spaces for peer sharing and mentorship. This continuous development would cement and solidify the methods and outcomes that will maximise using PBL for student benefits
Looking Ahead: Redefining Success in Education
PBL challenges traditional ideas of what learning looks like. It pushes students to move beyond memorization, and it challenges teachers to rethink their methods. But more than anything, it opens up the classroom to ideas, to communities, and to possibilities. No longer are students just preparing for exams, but also for the complex world outside school.
As educators continue to navigate the changing landscape of education, the insights from teachers point us toward a hopeful future, where learning is meaningful, relevant, and rooted in real-world experience.
This article is authored by Mrs. Padmashini M Patro, Principal, Air Force School Bamrauli
Education
Over 1 Lakh Single-Teacher Schools Educate 33 Lakh Students Across India: MoE Data

Education
Over 3 Lakh Schools Join Hands for India’s Largest-Ever Innovation Challenge: Viksit Bharat Buildathon 2025

In a historic moment for Indian education, more than 3 lakh schools across the country came together to participate in the Viksit Bharat Buildathon (VBB) 2025, the largest live school innovation challenge ever organised in India. The nationwide event was inaugurated in New Delhi by Union Education Minister Dharmendra Pradhan, marking a significant milestone in the Government’s efforts to embed creativity, innovation, and problem-solving into the school ecosystem.
The Viksit Bharat Buildathon, organised by the Department of School Education & Literacy (DoSEL) in collaboration with Atal Innovation Mission (AIM), NITI Aayog, and AICTE, saw over one crore students from Classes 6 to 12 working simultaneously during a 120-minute live innovation session. Students teamed up in groups of three to five to design prototypes and propose solutions under four themes — Atmanirbhar Bharat, Swadeshi, Vocal for Local, and Samriddhi.
While inaugurating the event, Minister Pradhan interacted virtually with students of PM SHRI Government High School, Khorda, Odisha, and later visited Delhi Public School, Mathura Road, and Kendriya Vidyalaya No. 2, Delhi Cantt. Commending students for their creativity, he said, “The vision of Viksit Bharat will be realised through the innovative spirit of our young learners. These ideas will not only address domestic challenges but also create global models for change.”
The event drew widespread participation, with Uttar Pradesh leading the numbers (78,206 schools), followed by Maharashtra (41,198), Gujarat (20,017), and Madhya Pradesh (18,129). Other states like Tamil Nadu (16,370), Bihar (15,732), Odisha (12,344), and Haryana (11,567) also recorded impressive engagement, showing the growing momentum for grassroots innovation across regions. Even smaller territories like Ladakh (358), Puducherry (149), and Andaman & Nicobar Islands (171) participated actively, reflecting the nationwide reach of the initiative.
According to Sanjay Kumar, Secretary, DoSEL, this unprecedented participation signals a transformation in how Indian students approach learning. “This one-of-a-kind movement strengthens innovative thinking and enhances the problem-solving capabilities of students across India,” he said. Deepak Bagla, Mission Director of AIM, called the initiative a “mass movement connecting schools in remote villages with those in metropolitan cities through innovation.”
A New Chapter for Indian Education
The Viksit Bharat Buildathon signifies more than just a hackathon — it reflects a systemic shift in Indian education towards experiential and innovation-led learning. As schools across the country engage in design thinking, tinkering, and collaboration, students are being equipped not just with knowledge, but with the mindset and skills needed to build a self-reliant India.
By nurturing creativity from an early age and fostering partnerships between schools, government bodies, and industry, the Buildathon is shaping a generation ready to contribute to the vision of Viksit Bharat 2047 — a developed, empowered, and innovation-driven India.
Education
17-year-old Innovator Designs Learning Tools for the Visually Impaired

At just 17, Singapore-based student Ameya Meattle is proving that age is no barrier to impact. What began as a small idea to make education more accessible has evolved into a mission that is transforming how visually impaired learners experience learning and skill development.
Ameya founded Earth First at the age of 14 — a social enterprise that helps visually impaired individuals “earn and learn” by creating sustainable, eco-friendly products. Working with eight NGOs across India and Singapore, the initiative has trained more than 100 visually impaired students and launched over 23 sustainable product lines, from tote bags and jute placemats to macramé planters. Each design is adapted to provide hands-on learning opportunities and help trainees gain confidence in both craft and enterprise.
Beyond social entrepreneurship, Ameya has focused deeply on education and technology. He led a Python programming course for 50 visually impaired students, designing custom training modules that made coding accessible through screen readers and tactile tools. By introducing technology as a viable career pathway, Ameya hopes to help students move from manual tasks to high-skill, digital opportunities.
His work also extends into assistive technology research. Under the mentorship of Dr. Pawan Sinha at MIT, Ameya developed a VR-based diagnostic game to assess visual acuity in children — turning the process into an interactive experience rather than a clinical test. The tool is being piloted at MIT’s Sinha Lab and with Project Prakash in India, helping doctors evaluate and track visual development before and after eye surgeries.
In addition, during his internship at the Assistech Lab at IIT Delhi, Ameya worked on designing tactile STEM teaching aids, such as accessible periodic tables and coding tutorials for visually impaired learners. His goal, he says, is not just to innovate but to make scientific learning inclusive and joyful for all.
Ameya’s work highlights how education, empathy, and innovation can intersect to create a more equitable future — one where technology serves not just progress, but people.
Education
Ministry of Education Urges Schools to Adopt UPI for Digital Fee Payments, Promoting Ease of Schooling

Education
Supreme Court Calls for Early Sex Education in Schools: “Not from Class IX, But from a Younger Age”

In a landmark observation, the Supreme Court of India has emphasised the urgent need to introduce sex education at a younger age, rather than waiting until Class IX as is the current norm. The apex court stated that children should be informed and sensitised about the physical and emotional changes that accompany puberty — and taught the necessary care and caution that come with it.
The observation came from a Bench comprising Justice Sanjay Kumar and Justice Alok Aradhe, which noted that the absence of early sex education leaves children vulnerable to misinformation and misunderstanding during their formative years.
“Sex education should be provided to children from a younger age and not Class IX onwards. It is for the authorities concerned to apply their mind and take corrective measures so that children are informed of the changes that happen after puberty,” the court stated.
The Bench made the remarks while hearing an appeal filed by a 15-year-old boy, who had been denied bail by the Allahabad High Court in a case under Sections 376 and 506 of the Indian Penal Code (IPC) and Section 6 of the Protection of Children from Sexual Offences (POCSO) Act. Recognising that the accused was himself a minor, the Supreme Court had earlier granted him bail in September 2025.
In the same case, the Court had directed the Government of Uttar Pradesh to submit an affidavit explaining how sex education is currently implemented in schools. The state responded that sex education is introduced only in Classes IX to XII, following NCERT guidelines. However, the Bench expressed concern over this delayed introduction and urged policymakers to revisit the framework to ensure children receive age-appropriate education much earlier.
The Court set aside the High Court’s order and made the juvenile’s bail permanent until the completion of the trial. More importantly, its remarks have reignited the national debate on the need for comprehensive sexuality education in India, which many experts argue is crucial to preventing abuse, reducing stigma, and promoting healthy development among adolescents.
Education experts have long maintained that early, factual, and inclusive discussions about puberty, consent, and emotional health must begin before adolescence — ideally in primary school — to prepare children for real-world experiences and relationships. The Supreme Court’s observation is expected to prompt renewed policy discussions on revising the sex education curriculum nationwide.
Education
Delhi Government Launches Online First Aid Training Programme for Teachers

The Delhi government has introduced a new online training programme designed to equip teachers with essential first aid skills to respond effectively during health emergencies in schools.
According to a circular issued by the State Council of Educational Research and Training (SCERT), the course — titled “First Aid – To Improve Human Reaction in Challenging Health Situations” — will be conducted under the Massive Open Online Course (MOOC) format. The training is mandatory for all teachers and will run from October 9 to October 19, 2025.
The initiative aims to increase awareness about the importance of readiness in medical emergencies and the role of first aid in saving lives. It will also educate teachers on maintaining functional first aid kits in classrooms and demonstrate practical methods for administering care in real-life situations.
Teachers must achieve at least 70 per cent in each assessment to complete the course successfully. Upon completion, participants will receive certificates, which can be downloaded directly from the platform.
By introducing this online training, the Delhi government seeks to build a culture of preparedness and safety across schools. With thousands of teachers gaining basic emergency response skills, the initiative is expected to significantly improve the ability of schools to manage sudden health crises and ensure student well-being.
Education
Atal Innovation Mission and IFCCI Join Hands to Scale Up Atal Tinkering Labs Across India

The Atal Innovation Mission (AIM), NITI Aayog, and the Indo-French Chamber of Commerce & Industry (IFCCI) have signed a Statement of Intent (SoI) to strengthen and expand the Atal Tinkering Labs (ATLs) network across India. The agreement, formalised at the French Embassy in New Delhi during IFCCI’s 3rd CSR Connect Day 2025, marks a significant step in fostering STEM education, digital literacy, and innovation among school students.
The event was attended by H.E. Thierry Mathou, Ambassador of France to India, who praised the partnership for deepening Indo-French collaboration in social development. He highlighted that 2026 will mark the India–France Year of Innovation, encouraging businesses from both nations to invest in sustainable, community-driven impact initiatives through Corporate Social Responsibility (CSR).
Through this partnership, IFCCI and AIM aim to mobilise CSR contributions from French and Indian companies to improve infrastructure, enhance hands-on learning experiences, and bridge the gap between industry and education. IFCCI, which has already executed over 86 CSR projects benefiting more than 15,000 people across India, will leverage its network to support ATL expansion, particularly in underserved schools.
Mission Director of AIM, Deepak Bagla, noted that over 11 million students have already benefitted from the ATL initiative, which he called “one of the world’s largest grassroots innovation programs.” He said, “From the northernmost village school to the southernmost, innovation is thriving everywhere. The real story lies not in the scale, but in the creativity of the ideas students are building.”
A Shared Vision for Inclusive Innovation
The collaboration aims to make innovation accessible to all students by promoting digital tools, teacher training, and student challenges that inspire curiosity and problem-solving. IFCCI Director General Payal S. Kanwar added, “This partnership is a step forward in empowering youth with 21st-century skills. We aim to bridge the gap between industry and education and make innovation accessible to every student, especially in underserved regions.”
However, as the Atal Tinkering Labs expand, addressing operational challenges remains crucial. Reports by UNICEF and The New Indian Express underscore that access to digital tools alone cannot guarantee innovation without inclusive design, mentorship, and ethical technology use. UNICEF’s SPARK Labs model, which links creativity with social change, offers a useful reference — encouraging schools to blend innovation with empathy, inclusion, and purpose.
Challenges and Areas for Improvement
Despite the ATL program’s remarkable reach, a 2023 assessment highlighted several gaps. Nearly 58% of ATL teachers lack a STEM background or structured training, resulting in inconsistent mentorship. In many schools, ATL sessions are not integrated into the timetable, limiting daily engagement. Moreover, less than 10% of schools report active student participation due to limited guidance and parental scepticism about its academic value.
Operational hurdles like irregular funding, defective equipment, and poor monitoring systems have also hindered consistent performance. Some schools struggle to maintain labs once initial grants are exhausted, while others lack a mechanism to track outcomes effectively.
The Way Forward
For the AIM–IFCCI partnership to achieve its full potential, a few key steps can strengthen impact:
-
Teacher Capacity Building: Introduce regular certification-based training programs, preferably in collaboration with universities and tech firms.
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Curriculum Integration: Embed ATL projects within school timetables and link them with existing subjects like science and mathematics.
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Mentorship Networks: Connect schools with local innovators, start-ups, and CSR professionals for year-round engagement.
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Monitoring Systems: Deploy digital dashboards to track participation, tool usage, and project outcomes for better transparency.
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Community Awareness: Conduct parent and community outreach sessions to showcase how tinkering enhances academic learning and future employability.
If executed effectively, this Indo-French collaboration can redefine India’s innovation ecosystem by turning every school into a space where curiosity meets creation. The challenge now lies in ensuring that every student, regardless of background, not only has access to a lab but also the guidance and confidence to build something meaningful within it.
Education
Ministry of Education to Promote Clean and Vibrant School Environments

The Ministry of Education’s Department of School Education and Literacy (DoSEL) has joined the Government of India’s Special Campaign 5.0, running from 2nd to 31st October 2025. The campaign focuses on institutionalising cleanliness (Swachhata), improving efficiency in governance, and enhancing the physical environment of schools across India.
A key goal of the campaign is to ensure that schools provide a clean, safe, and engaging atmosphere for students. States and Union Territories have been encouraged to carry out whitewashing, repainting, and minor repairs such as maintaining functional toilets, fixing flooring, and replastering walls. Refurbishing name boards, reclaiming unused spaces, and improving campus aesthetics are also part of the drive.
To make school environments more vibrant, schools are being encouraged to create murals and wall art inspired by traditional Indian art forms such as Madhubani, Kalamkari, and Warli. These creative efforts will not only beautify campuses but also serve as Building as Learning Aid (BaLA) resources, helping students connect with India’s cultural heritage.
Community involvement forms a central part of Special Campaign 5.0. The Ministry is encouraging schools to involve alumni and local communities through the Vidyanjali platform — a DoSEL initiative that connects volunteers and supporters with government and aided schools. Panchayati Raj Institutions are also being engaged to help local schools upgrade and maintain their infrastructure.
Beyond school-level improvements, the campaign also aims to enhance efficiency in governance. Government offices are reviewing, categorising, and clearing obsolete physical and digital records, while systematically indexing and digitising important files. This process is expected to declutter offices, optimise space, and improve workflow management.
The Department of School Education and Literacy is coordinating with all stakeholders to make cleanliness, participation, and efficiency integral to school operations. The Ministry envisions the campaign as a step towards creating cleaner campuses, more efficient systems, and a stronger sense of ownership within the education ecosystem.
Education
NCERT Introduces ‘Swadeshi Module’ to Foster Self-Reliance and Indian Values in Schools

The National Council of Educational Research and Training (NCERT) has launched a new educational module titled ‘Swadeshi’, aiming to instil the values of self-reliance and national pride among school students. The initiative aligns with the vision of building an Atmanirbhar Bharat and draws inspiration from Prime Minister Narendra Modi’s address on the 79th Independence Day.
The Swadeshi Module highlights the broader meaning of self-reliance, extending beyond trade and economics to include confidence, innovation, and national capability. It recalls the Prime Minister’s message that self-reliance is directly linked to a nation’s strength and ability to progress, emphasising that a decline in self-reliance can lead to a loss of capability and confidence.
Tracing its roots to India’s freedom struggle, the module revisits the 1905 Bengal Partition, when Indians boycotted British goods and turned towards indigenous products. It portrays the Swadeshi movement as both an act of resistance and a creative force that gave rise to Indian industries and enterprises.
According to NCERT, the new module encourages students to see Swadeshi not just as a historical concept but as a living philosophy that continues to shape India’s modern identity. It connects the values of the freedom movement with today’s national initiatives such as Make in India, Start-up India, Digital India, Vocal for Local, and Atmanirbhar Bharat. Each of these programmes, the module explains, reinforces India’s pursuit of self-reliance through innovation, entrepreneurship, and local production.
By introducing this module, NCERT aims to nurture a generation of students who understand the importance of creating, producing, and innovating within India, fostering both self-belief and collective national responsibility.
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