Knowledge

KidZania adopts the model of direct learning by “doing”.

We spoke to Global Director of Education at KidZania, Dr Ger Graus, and member of the KidZania global think tank, Dr Swati Popat Vats, about the global edutainment brand’s role in inspiring and empowering children.

Published

7 years ago

October 16, 2018

Team ScooNews

Several years ago, when Shah Rukh was at a Dubai shopping mall with his family, his kids apparently couldn’t get enough of one particular indoor theme park – the KidZania centre. It wasn’t long before their curious daddy, who self-admittedly loves cherishing his inner child, was hooked as well. Cut to 2013, and India’s first KidZania was launched, backed partly by Bollywood’s King Khan. The KidZania chain, combining fun with learning and reality with entertainment, was growing…

For those still in the dark about KidZania, it provides an authentic and powerful developmental experience, preparing kids to understand and manage their world. Through adult professions and hands-on exposure to the working world, children learn the fundamentals of financial literacy and how society functions. The KidZania philosophy – ‘Get ready for a better world’ summarises its commitment to promoting change, inspiring global citizenship and building strong community awareness among children through an experience that is hands-on, engaging, educational, and most importantly, fun.

Providing an authentic and powerful developmental experience, it prepares kids to understand and manage their world. The KidZania edutainment perspective revolves around: Fun: make visitors enjoy their leisure time, Education: encourage kids to learn, and Socialisation: contribute to social improvement through the activities and make kids feel part of a community that can make the world a better place. By offering a powerful developmental experience in which reality and entertainment intersect, KidZania empowers children with life skills that help them understand and manage the world they are growing into.

Operating at 24 locations worldwide, KidZania adopts the model of direct learning by "doing". Knowledge results from the combinations of taking and transforming the experience. Every KidZania is themed as a child-sized replica of a real city, including buildings, shops and theatres, as well as vehicles and pedestrians moving along its streets. In this city, children aged 4 through 14, work in branded activities, earn kidZos (KidZania's currency) while performing the tasks, and bank the money at the KidZania bank for children to spend at the gift shop and on KidZania's activities. So much more than children could ever learn in a standard classroom!

ScooNews turned the focus on Dr Ger Graus, OBE and Global Director of Education, KidZania, and Dr Swati Popat Vats, member of the KidZania global think tank for deeper insights into the role of KidZania in inspiring and empowering all children…

“We have become educationally very credible”
Dr Ger Graus

As the first Global Director of Education at KidZania since 2017, what has been the focus of work and growth?

The focus of my work since 2017 has been quite straightforward really; it’s been on quality, on changing perception – that it’s a meaningless playground but it’s really educational and learning, and it has been moving people away from thinking that content and education are the same thing or that indeed schooling and education are the same thing. One of the key things has been to raise the profile, to increase the credibility and to actually work with the profession, work with the schools, to make provisions better and to allow children of a younger age to join the dots.

How would you explain the success story of KidZania?
The method KidZania provides, if that is the right word, in terms of inspiring and empowering children, has been immensely powerful. If we look at the education world we occupy now, it is predominantly about schooling, prescribed curricula, testing and inspections. Whilst that might be suitable from a schooling perspective and accountability in terms of the learning and wider education agenda, it means it’s narrowed. So, where can you find and leave children independently learning in a city about the world of work, the economy, about inspiration and aspiration, about applying the science, so to speak, of what’s been taught in school in practice… of turning theory into practice, of making up their own minds, of forming opinions and expressing those and feeling rewarded, and experiencing a sense of achievement rather than a sense of attainment? That has been a global success and that kind of linked with the mantra of Reggio Emilia, that the environment is the third teacher, and that in KidZania, grown-ups are there to be seen and not heard, makes this very powerful and very successful. And we need to strive to become even better at this.

Since its inception in 1999 in Mexico City, KidZania now has a presence in 24 cities on 5 continents with plans for further developments in some 20 locations including the USA, Canada and South Africa. What would you attribute its graph to?
The success graph since 1999 and growth, in a sense, has to do with the fact that success breeds success. That we have become educationally very credible, that we are doing our own research, we have our own publications, I speak at conferences all over the world, we have a global think tank which of course includes the eminent Dr Swati Popat Vats, and in that sense, you could attribute all of that to it. But also, and perhaps slightly perversely, is that the more education systems, schooling systems become prescriptive and removed from reality, the more the true educators and the good teachers begin to see that learning environments matter and that independent, experience-based learning needs to be put at the forefront and we have become a very significant part of that. I’m very proud to be associated with that and work with organisations all over the world to make this happen and to strive for a better future’s awareness amongst children.

At KidZania, children aged 4 to 14 experience the world of work through role-play. How effective has this method been in inspiring and empowering children?
Our plans to further promote inspiration/ aspiration in children around the world are manifold. There is the obvious growth but there is also the issue of working in partnership with industry partners, with other learning partners, with NGOs, with governments, of course with schools and universities, to in a socially responsible way so that we move away from the notion of sponsorship in some shape or form to notions in terms of social and corporate responsibility in a meaningful, long-term way, for the benefit of the children. One of the biggest challenges Kidzania faces, is it says very clearly in our intentions, values and principles that we are there for all children. We have to strive, with all of our partners, to make that real. So, when for example Archbishop Desmond Tutu said to me in 2017, “Promise me that children from Soweto will be able to go to Kidzania Johannesberg, I of course, said yes. And we are working very hard at making that happen. And when I look at the work done in Mumbai, for instance, where we had tens of thousands of the poorest children being able to attend Kidzania Mumbai because of a partnership with the Municipality and other partners, we are getting there. We’ll never give up, we’ll never be quite there – but we’ll get close. That is our biggest challenge.

What plans does KidZania have to further promote inspiration and aspiration in children around the world?
Quality education for underprivileged children is a cause that will always be close to my heart. And actually it has, in essence, less to do with identifying segments of young people – it has much more to do with fairness. Our world is grossly unfair and educationally it is unfair – you either can afford things or you can’t, you can afford to send children to a private school where they learn English or they have to go to a state school where they are not taught English. That’s the scenario in a number of countries. My question then is, how can we strive to create a better level playing field? KidZania could, by running English summer camps or English days in those countries and contribute to that. It is about creating a fairer society and all children have the right not just to an education but have the right to a quality education, quality teaching, quality resources, and quality experiences. Perhaps we should collectively – and I would very happily do that with your excellent magazine – come up with a campaign that says, what do we think are the entitlements of an 11-year-old? What are the experiences every 11-year-old in the world should have? Going into a theatre, going out for a meal, in the broadest possible sense as well as of course of being schooled and experience that outside. It is singularly the most important thing we can do educationally is to create more of a level playing field. I will always be part of that, I’m very proud to say that KidZania is trying very hard to play its part too and I would welcome anybody else to join us in that, because I think nobody can do that on their own; everybody is a piece of a jigsaw, but the more pieces of the jigsaw we have, the better we can view the bigger picture.

Given your extensive experience in education, could you share a few key learnings when it comes to children’s education.
I think my first advice is: keep it simple. We as grown-ups have a habit of over-complicating things. Put the individual child in the middle and work the education provision from there. The schooling provision that we have had is based on a time, in a sense, that is no longer relevant. It goes back to the Industrial Revolution – we have six weeks’ summer holidays because all children needed to help their parents harvest in the fields. So we need to begin to think about an individualised provision that suits the needs of today and tomorrow. And clearly if you look at the number of young entrepreneurs that exist, that number is greater than ever before, whereas the mass education for certain professions and industries is less relevant. So, we need to put the child in the middle and we need to focus on the needs of that child to function in the society of now and in the society to be.

I would also say that we need to be very careful that we don’t continue in the same mode as we have done. We need to ask ourselves the question who the teachers are, we have to ask ourselves the question in the educational provision rather than schooling, what role teachers play. Teachers can’t be the founts of all knowledge. Teachers need to be able to encourage children to research their own work, to judge which ones are the correct answers, and facilitate the expertise of others. Don’t talk to children about becoming a doctor or a brick-layer – invite the brick-layer and the doctor into the school so that it all makes more sense to the children. So, the teachers, to a significant degree, become the facilitators of experiences that lead to children’s learning and get children to see why it all makes sense, and actually answers the ‘why’ questions. Clearly we need to look at a skills-based education – that doesn’t mean, incidentally, that we drop standards – but a sense of purpose, the sense of the inter-personal, of being able to adapt, to be resilient and all those things will matter more as we go on and our schooling system is further and further removed from the reality that is and the reality that will be required.

“Play is how all species learn about life and living”

Dr Swati Popat Vats

As a member of KidZania global think tank could you share more details about your new role?
Well, as the name suggests, my role is to be involved in and support KidZania’s ongoing research on how play helps children and supports all round development. As a part of the think tank I can involve KidZania in various initiatives to ensure that their work reaches maximum children and parents and to also advise them about their activities as an educationist. My role is also to ensure that parents understand the importance of play in the cognitive and socio-emotional development of children. And being an educationist, my role is also to ensure that all activities are developmentally appropriate.

You have always been a proponent of play-based learning. Can you explain how KidZania makes this a reality?
Play is how all species learn about life and living. In humans too play plays an important role in stimulating brain development and keeping the brain interested. The ultimate goal of all humans is to have a career, be it in fashion, engineering, production or design and KidZania combines both these goals beautifully to help children of all ages explore, play, design, deliberate, create interests and solve problems. Social development, creative development, language, and logic are all involved in all the activities at KidZania and there can be no better example of learning for life through play. I feel all teachers and parents should look at KidZania not just as a place where children play but also as a place that helps children learn while playing. Every school should have the concept of KidZania as it is ageless and works as the perfect stimulation for brain development.

How does KidZania enhance learning for children of various age groups?
That is one of the best parts of KidZania; there is something for every age group in every activity. Children also learn peer or shared play that is an important aspect of all educational approaches. When learning is presented as ‘academic rigor’ all the time in classrooms then children go through something called ‘play deprivation’. Some experts argue that ‘play deprivation’ can lead to depression and hostility in children. After all, if you never had a break, you might get depressed, too! But the most important aspect for all age groups is ‘self-learning’. At KidZania children are leading their play and when children lead their play they are more responsible, more involved and focused. This is actually a fun place for life skill development for all ages.

Scott Eberle, historian of play New York feels that most people go through a six-step process as they play

— Anticipation, This leads to…

— Surprise, This produces …

— Pleasure, Next we have…

— Understanding, the acquisition of new knowledge, leading to …

— Strength, the mastery that comes from constructive experience and understanding, this results in…

— Poise, grace, contentment, composure, memory, understanding, and a sense of balance in life.

And all these steps are what children of all age groups experience when they are involved in the various activities at KidZania.

And the last and most important is the aspect of ‘choice’ and ‘freedom’ that children experience, its importance is across all age groups as the brain thrives on choice and here children can select which activity they want to try out first and they are free to explore on their own as adult intervention is only when asked for.

Your experience in education is vast. What important pointers could you share on children’s education?

1. The eye and the hand need each other! So, whenever children play, tinker, explore, experiment, this union of eye and hand is achieved and this stimulates the brain and learning with enjoyment. In our school education, we need to move from writing and copying from the blackboard to more activities that are hands-on and interactive.

2. Children don’t like to be ‘led’ all the time, that is why it is important that schools focus 70% on child-led activities and have only 30% of adult led activities.

3. Discipline has become a major concern in schools and even for parents at home because there is always a ‘power struggle’ between the children and adults, we need to give back some freedom to the children because with freedom will come responsibility. This will also make discipline intrinsic rather than extrinsic.

4. Parents and teachers complain about children not being focused or not completing tasks, well, I would say scrap such activities because if children were actively involved (like they are in video games!) then focus and completion of tasks is not difficult. So, look at the problem in the activity or task and not always in the child.

5. Inquiry-based learning, play way, hands-on learning, project-based learning, flipped classroom, multiple intelligences, STEM, AI etc. all have one thing common, they understand how the brain functions and are geared towards keeping the eye, hand, and brain involved in a fun way. Schools must focus on keeping the trinity involved all the time and then there will be no behaviour issues, no lazy student, no attention issues and every child will be ‘intelligent’…this trinity that needs to be there in all activities is of the – brain, the muscles, and the senses. Senseless writing, copying, and other academic rigor activities lack this trinity and that is why the problems in school education.

Someone rightly said that when enough people raise play to the status it deserves in our lives, we would find the world a smarter place for kids.

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Education

John King’s Book ‘Teacher By Teacher’: A Global Tribute to the Transformative Power of Education

Published

1 week ago

May 7, 2025

Team ScooNews

For John B. King Jr., former U.S. Secretary of Education, school wasn’t just a place—it was a lifeline. In his newly released memoir, Teacher By Teacher: The People Who Change Our Lives, King traces his journey from a grief-stricken child in New York to the corridors of educational leadership in Washington, D.C. But while the book is rooted in the American educational experience, its messages about the impact of teachers resonate far beyond U.S. borders.

In an exclusive interview with Education Week’s Sam Mallon on May 5, 2025, King reflected on his memoir, the teachers who shaped his life, and the ongoing challenges educators face worldwide.

A Childhood Saved by Teachers

King’s story is a testament to the power of mentorship. Following the death of his mother and his father’s battle with Alzheimer’s, school became King’s sanctuary. “Teachers saved my life,” he shared, recalling how educators believed in him, nurtured his potential, and gave him hope even when the world outside seemed dark.

From those formative years, King went on to earn degrees from Harvard, Columbia, and Yale. His career as a teacher, school principal, education policymaker, and eventually, U.S. Secretary of Education became a journey of giving back. The memoir celebrates not only King’s personal resilience but the quiet heroism of teachers everywhere.

Former Secretary of U.S Education John King. Image Source- EducationWeek

While King’s book is anchored in American education, the messages it carries are universally relevant. Teachers worldwide are grappling with challenges—overcrowded classrooms, mental health issues among students, and ever-changing education policies. In his interview with Education Week, King highlighted how schools must be more than academic factories. They must be safe havens, places of healing, and hubs of inspiration.

King advocates for “trauma-informed practice”—an approach where teachers are equipped to understand and support students facing emotional challenges. This is a lesson that transcends borders, as schools globally encounter rising mental health concerns among students.

Teacher Evaluations and Policy Pressures

King’s time as U.S. Secretary of Education was marked by ambitious reforms—from implementing the Every Student Succeeds Act (ESSA) to pushing for more rigorous teacher evaluation systems. But looking back, he acknowledges a key lesson: change cannot be forced without teacher buy-in.

“Teachers can’t be bombarded with reforms,” he explained. Change must be gradual, and educators must feel a sense of ownership over new policies.

King’s narrative is ultimately about hope. In his memoir, he shares how a single teacher’s encouragement can change a student’s life trajectory. He recalls how his father’s legacy as New York’s first Black deputy schools chief was kept alive by a former student who, years later, shared how impactful his father’s teaching was.

Teaching is more than a job—it is a calling. It is a force for social good, a platform for mentorship, and a means to nurture the next generation of thinkers, leaders, and dreamers. King’s Teacher By Teacher is a reminder that educators everywhere have the power to transform lives, often without even knowing it.

Though written from an American perspective, Teacher By Teacher is a love letter to educators everywhere. It is a call to support teachers, to understand the pressures they face, and to recognise the life-changing impact they can have on their students.

For a world that often takes teachers for granted, John King’s memoir is a reminder of the heroes who stand at the front of every classroom, ready to make a difference.

Excerpts referenced in this article were taken from John King's exclusive interview with Education Week on May 5, 2025, in Washington, conducted by Sam Mallon for Education Week.

Education

India 2050: Are We Preparing for the World’s Youngest Classroom?

Published

2 weeks ago

May 2, 2025

Team ScooNews

UNICEF’s State of the World’s Children 2024 report notes that the number of children in today’s low-income countries is expected to double by 2050

By the year 2050, India is expected to be home to the largest population of children in the world—an estimated 350 million. That’s nearly the entire population of the United States, but all under the age of 18.

This projection, from UNICEF’s State of the World’s Children 2024 report, is more than just a statistic—it’s a call to action. As the demographic centre of the world’s children shifts firmly toward South Asia, and particularly India, the pressure on educational systems, teacher preparedness, and infrastructure is mounting. The big question is: Are we ready?

The Numbers Behind the Challenge

According to the report, while the global child population will remain relatively stable at 2.3 billion in the 2050s, regional distributions are changing dramatically. South Asia, including India, will continue to shoulder a significant share, even as fertility rates fall in other parts of the world.

India alone is projected to have:

350 million children under the age of 18 by 2050
14.9% of the global child population
A drop of 106 million children compared to early 2000s figures, but still the largest youth population worldwide

Despite this, a substantial proportion of these children will live in economically disadvantaged conditions. The report notes that the number of children in today’s low-income countries is expected to double, and 23% of the global child population will live in these regions by the 2050s—up from just 11% in the 2000s.

A System Under Strain

The implications for India’s schooling system are significant. Even today, the challenges are visible: overcrowded classrooms, teacher shortages, and disparities in access to quality learning, especially in rural and marginalised communities. If this is the reality now, one can only imagine the stress an additional 350 million young minds will put on the system without robust intervention.

To meet this demographic surge, India must accelerate investments in:

School infrastructure: New schools, more classrooms, better facilities.
Teacher recruitment and training: Prioritising not just numbers, but competency-based teaching skills.
EdTech and blended learning: With thoughtful integration—not replacement—of classroom learning, digital tools can help bridge accessibility gaps.
Early childhood education: Foundational learning cannot be delayed. A larger young population needs stronger ECCE (Early Childhood Care and Education) implementation.

Curriculum That Looks Forward

With more children set to live in urban areas by 2050—three out of five, globally—the way education is designed will need to adapt to rapidly urbanising societies. This isn’t just about adding schools in cities. It’s about rethinking the curriculum for a generation that will grow up digitally native, climate-conscious, and globally connected.

Curriculum designers will need to move beyond rote learning and into 21st-century skills: critical thinking, emotional intelligence, environmental literacy, and AI readiness. It also means preparing children to live in an ageing society, where intergenerational support systems might look very different from today.

The Teachers of Tomorrow

The report highlights that dependency ratios—the number of dependents (children and elderly) per working-age adult—will remain high in regions like South Asia. This makes the role of teachers not just instructional, but transformational. Teachers will be frontline policymakers, social workers, and innovators all rolled into one.

Investing in teacher training today means investing in the emotional, cognitive, and social development of future generations. This also includes mental health support for both students and educators, as the pressures of this shift begin to take hold.

Why the World is Watching India

India’s role on the global education stage is about to become even more prominent. With the largest share of the world’s children, its policies, pilot programmes, public-private partnerships, and pedagogy will shape not only its own future—but serve as a model (or a warning) for the rest of the world.

UNICEF’s report urges governments to act now, not later, to shape the future. The youngest future belongs to India. Whether it’s a dividend or a disaster depends on the choices we make today.

Education

Caste Census: A New Chapter in Our Social Sciences Textbook?

Published

2 weeks ago

May 1, 2025

Team ScooNews

India’s caste census returns—time for classrooms to catch up (This image is generated using AI)

For the first time since 1931, India is set to conduct a nationwide caste census—a move that has stirred political headlines and, perhaps, textbook margins too.

Announced officially by the Union Government this week, the caste enumeration will be included in the upcoming national census, marking a significant shift in how demographic data is collected and analysed. While states like Bihar have recently undertaken caste surveys, this is the first time in post-independence India that the Centre has agreed to officially gather detailed caste data, beyond the Scheduled Castes (SCs) and Scheduled Tribes (STs) traditionally documented since 1951.

📚 So, what exactly is a caste census?

Think of it as a social snapshot. A caste census doesn’t just count—it maps. It records the distribution of caste groups across India and looks at their access to education, employment, housing, and welfare. The aim is to help policymakers understand who’s thriving, who’s still struggling, and where gaps remain.

🏫 Why should schools care?

Because this isn’t just data for government files—it’s a lesson in equity, diversity, and history.

The caste census is more than a bureaucratic exercise. It’s an opportunity for educators to unpack centuries of India’s complex social structure and help young minds make sense of why some policies exist in the first place. Reservation, affirmative action, social justice—these are not just chapter headings. They’re real-world mechanisms built on understanding where society stands.

For school students, this could be a way to understand that historical inequality doesn’t disappear just because it’s uncomfortable to discuss. Including caste enumeration as a case study in Social Science classes can foster honest, inclusive conversations about privilege, access, and opportunity.

We can rightly put it by saying, “Understanding caste isn’t about division, it’s about awareness.”

🏛️ From 1931 to 2025: What changed?

Under British rule, caste was recorded in every Census between 1881 and 1931. After independence, India stopped documenting caste broadly, focusing only on SCs and STs. The last comprehensive attempt was the 2011 Socio-Economic and Caste Census (SECC), but its data was never officially released due to questions around accuracy.

This latest announcement, therefore, is more than a policy decision—it’s a social reckoning.

And while political parties like the Congress have long demanded such a survey, arguing it’s crucial for equitable development, its inclusion now provides a teachable moment for the education system.

✏️ Making it student-friendly

Here’s how schools can make the caste census more accessible and meaningful to students:

Storytelling through data: Use infographics and classroom discussions to show how socio-economic progress varies across communities.
Project-based learning: Let students study their local area’s access to public services—schools, hospitals, ration shops—and link it back to the idea of representation.
Debate and dialogue: Create spaces where students can discuss reservations, inclusion, and diversity with sensitivity and empathy.
Historical comparisons: Encourage students to trace how the Census evolved over time and what it tells us about India’s changing priorities.

In an age of growing data literacy, this is a golden chance to show students how numbers can tell stories—and how those stories can shape policy and perception.

Because education isn’t just about teaching history—it’s about helping students read between the lines of it.

Education

Education Alone Won’t Feed Minds: Why Teachers Must Be Trained in Nutrition Too

Published

3 weeks ago

April 21, 2025

Dhruv Chhabra

“You cannot teach a hungry child,” said Donald Bundy, one of the world’s foremost school nutrition experts. Yet the gap between education and nutrition literacy is wider than we’d like to admit.

According to the 2025 Global Education Monitoring Report, only 60% of countries have any form of teacher training on nutrition within their national policies. And when it comes to actual implementation? That number drops even further in low-income regions. This silent gap in our education system is not just about school meals—it’s about a missing pedagogy that influences how students think, behave, and learn.

Why Teacher Training in Nutrition Matters

We often discuss nutrition as a public health issue. But nutrition is equally an educational concern—and teachers are at its frontline. Unfortunately, as the report points out, only 27% of global school meal programmes employ trained nutritionists to support meal design or delivery. In such scenarios, teachers unknowingly become the default guides on what’s “healthy”—without any professional preparation.

This is problematic on two fronts. First, without foundational training, teachers may unintentionally reinforce poor food habits or remain unequipped to link nutrition with classroom performance. Second, their lack of training undermines the full impact of initiatives like PM POSHAN (India’s flagship school meal scheme) or garden-based learning efforts.

As the GEM report underscores, “Learning about nutrition requires intentional integration of school meal delivery with nutrition education, careful assessment of nutritional intakes, and monitoring and research around shaping healthy eating habits.”

The Global Picture: Policy, But No Practice

In a policy mapping across 68 countries, nutrition education was often included in school curricula, but teacher training remained sporadic and weak. High-income countries reported only 58% coverage, and low-income countries—despite facing the brunt of malnutrition—had to depend on NGOs, development partners, or overburdened community workers to plug the gap.

Even where policies exist, operational challenges persist. For example, in India, while most rural schools under PM POSHAN serve mid-day meals, only 18% of schools reported daily on meal access due to low engagement with real-time tracking systems (Kapur et al., 2023). With such inconsistent reporting, training teachers to monitor, educate, and flag issues becomes all the more critical.

From Curriculum to Cafeteria: The Case for ‘Nutrition Pedagogy’

The report introduces a powerful idea: that food literacy must be embedded in formal, informal, and non-formal learning. This includes not only textbook-based curriculum but also experiential learning—like cooking classes, food label literacy, or classroom discussions around body image and media portrayal.

Yet, without empowered educators, these remain half-baked concepts.

Take this line from the report:

“Nutrition education has become a cornerstone of school health initiatives worldwide, designed to instil habits that endure for life.”

That longevity depends on consistent adult role models—especially teachers—who understand both the science of food and the psychology of student behaviour. It’s not just about knowing what to teach but how to teach it sensitively, especially during adolescence when issues like body image, peer pressure, and social media influence food choices deeply.

A Missed Opportunity in Pre-Service Education

In a rather concerning statistic, the report reveals that in 2022, only 14% of countries adequately covered the topic of infant and child nutrition in the pre-service curriculum for doctors, nurses, and midwives. If this is the case for healthcare professionals, it raises an important question—how many B.Ed or teacher training colleges meaningfully cover food, nutrition, and health in their pedagogy courses?

This is where reform is urgently needed. Nutrition training must be embedded into teacher education institutions, not offered as an afterthought in in-service workshops.

What Needs to Change?

The report outlines three major shifts that could address this blind spot:

Develop a structured nutrition module for pre-service teacher education.
Integrate nutrition literacy into school improvement plans and co-curricular activities.
Collaborate across departments—from health to agriculture—to support interdisciplinary teacher training.

Some countries are showing the way. Finland’s food education programme, for instance, includes school meals, nutrition classes, and teacher-led discussions on sustainability, right from primary to vocational levels. It’s time more countries, especially India, followed suit—not just in policy, but in practice.

The Bottom Line

To feed a child is to free their mind. But in schools today, we are expecting teachers to do this job without giving them the training they need. It’s akin to asking someone to teach coding without a computer.

As we march toward the goals of NEP 2020 and SDG 4, we must recognise that education and nutrition are not parallel pursuits—they are intertwined pathways. And it begins not in the cafeteria, but in the staffroom.

Education

Harvard Stands Its Ground: Harvard Faces ₹18,400 Crore Funding Freeze After Rejecting Trump Administration’s Demands

Published

4 weeks ago

April 15, 2025

Team ScooNews

Protesters gather at Cambridge Common on April 12, 2025, urging Harvard University to uphold its autonomy and resist federal intervention in campus affairs. (REUTERS)

In response to Harvard’s refusal to implement federal directives on campus reforms, the Trump administration has escalated the standoff by freezing $2.2 billion (approximately ₹18,400 crore) in multi-year federal grants and placing an additional $60 million (₹500 crore) in government contracts on hold. This latest move by the Joint Task Force to Combat Anti-Semitism underscores the growing pressure on educational institutions to align with the administration’s ideological agenda—an act Harvard deems incompatible with its constitutional rights and academic independence.

At the heart of the issue lies the Trump administration’s crackdown on elite American universities, particularly those perceived to support diversity, equity, and inclusion (DEI) initiatives or tolerate anti-establishment student protests. The administration’s sweeping ultimatum to Harvard included banning face masks on campus, altering hiring and admission practices to favour so-called “merit-based” criteria, and conducting an audit of students and faculty based on their ideological leanings.

“No Government Should Dictate What Universities Teach”

In a strongly-worded letter to the Harvard community, President Alan Garber reaffirmed the university’s constitutional rights, asserting that “no government—regardless of which party is in power—should dictate what private universities can teach, whom they can admit and hire, and which areas of study and inquiry they can pursue.”

He called the demands unconstitutional and a breach of the First Amendment, stating they “exceed the statutory limits of the government’s authority under Title VI.” Harvard, he emphasised, would not “surrender its independence or relinquish its constitutional rights.”

This decision has not been made lightly. With $9 billion (₹75,060 crore) in federal support hanging in the balance—including student financial aid and research grants—the refusal signals the university’s unwavering commitment to preserving academic integrity, even in the face of substantial financial risk.

What’s At Stake for Students and Global Academia?

Harvard’s resistance is more than a domestic headline—it’s a global signal. With Indian students being among the top international communities at Harvard and other elite US institutions, the outcome of this standoff could have ripple effects far beyond American borders.

According to The Hindu, the Trump administration has already frozen approximately $2.3 billion (₹19,182 crore) in funding to institutions like Princeton, Cornell, Columbia, and the University of Pennsylvania. The latter’s funding was slashed over allowing a transgender athlete to compete—a move many have labelled discriminatory and ideologically driven.

For students—especially those pursuing higher education abroad—this moment marks a sobering reminder that education can no longer be viewed as an apolitical space. If universities are pressured to reshape their curriculums, hiring practices, or student bodies based on political whims, the very essence of critical thinking, academic exploration, and diversity is endangered.

The administration’s justification for defunding Harvard cites that many DEI initiatives are “divisive” or “discriminatory”—a claim widely rejected by educators, human rights groups, and civil society organisations across the globe.

The truth is: Diversity, Equity, and Inclusion are not trends or PR jargon—they are the moral and pedagogical backbone of an equitable education system. To see these stripped down as ideological threats marks a dangerous precedent not just for the U.S., but for any democracy flirting with majoritarian education policies.

The Bigger Picture

By refusing to accept the U.S. government’s conditions, Harvard has taken a stance to defend its institutional autonomy. While this may lead to financial strain, the university has signalled that it will not compromise on its core governance principles.

As Indian universities navigate reforms under the National Education Policy (NEP), this development also serves as a timely reminder of the importance of safeguarding academic spaces from excessive external influence. Educational institutions function best when given the space to operate independently and uphold their academic mandates without undue interference.

Decisions about what constitutes academic freedom or institutional policy should ideally be made within the education system—not defined by political narratives.

Rather than setting a precedent for others to replicate, this moment should prompt global institutions and governments to reflect carefully on the balance between public accountability and institutional independence.

Education

Is Your School Following These Mandatory CBSE Committees?

Published

1 month ago

April 14, 2025

Team ScooNews

In today’s fast-evolving education landscape, a school is no longer just about lessons and exams—it is about ensuring student safety, holistic development, mental well-being, career clarity, and inclusive practices. Recognising this, the Central Board of Secondary Education (CBSE) has mandated the formation of specific committees in all affiliated schools to ensure a structured, student-centric, and responsive ecosystem. But the question is—is your school actually following these norms?

Why Are These Committees Crucial?

These committees aren’t just bureaucratic formalities—they are foundational for building schools that are safe, progressive, and future-ready. In an era where bullying, cyber threats, mental health issues, learning differences, and safety concerns are on the rise, these mechanisms act as the backbone of accountability and action. They allow stakeholders—students, parents, teachers, and management—to work together for an environment where every child can thrive.

Let’s look at the mandatory CBSE committees that every school must have:

1. School Management Committee (SMC)

This is the apex decision-making body comprising management, educators, parents, and external experts. It ensures that school policies align with CBSE affiliation by-laws.

2. Sexual Harassment Committee/Internal Complaints Committee

Formed as per the POSH Act, this committee safeguards staff and students from workplace harassment and ensures timely redressal.

3. Child Protection Committee

It includes representatives from all key stakeholders and ensures children are protected from abuse and neglect within the school environment.

4. School Discipline Committee

This committee deals with discipline-related issues and works towards fostering a respectful school culture.

5. Grievance Redressal Committee

Handles complaints from students, staff, or parents, ensuring a transparent and fair resolution mechanism.

6. Anti-Bullying Committee

Bullying in any form is non-negotiable. This committee ensures strict implementation of CBSE’s anti-bullying policies.

7. Health & Wellness Committee

Includes physical education teachers and health professionals, focusing on physical, emotional, and mental well-being.

8. Examination Committee

Manages all assessment protocols and ensures fair, secure conduct of exams.

9. Inclusive Education/Special Needs Committee

Supports children with disabilities and learning challenges by providing resources, accommodations, and inclusive policies.

10. Career Guidance & Counseling Committee

Empowers students with career counselling, aptitude testing, and psychological support.

11. Academic Committee

Looks after curriculum implementation, quality of teaching, and subject integration.

12. House System Committee

Encourages inter-house competitions and leadership among students through structured activities.

13. Cultural & Co-curricular Activities Committee

Ensures students get opportunities beyond the classroom—through arts, debate, sports, etc.

14. IT & Innovation Committee

Encourages integration of digital learning, coding, innovation, and tech-based pedagogies.

15. Disaster Management Committee

Prepares schools for emergencies like fire, earthquakes, or health outbreaks.

16. Parent-Teacher Association (PTA)

While not mandatory, many schools voluntarily include this for seamless parent-teacher collaboration.

Why Every Educator and Parent Should Care

These committees represent a school’s commitment to child-centred learning. Schools that implement them honestly often see lower dropout rates, improved mental health indicators, stronger student voices, and higher parental trust.

With NEP 2020 pushing for holistic education, these structures ensure that the vision turns into action. It’s not just about compliance—it’s about creating a school that every child looks forward to attending.

What Else Can Be Added?

While CBSE has outlined a solid framework, here are 3 additional committees that could be introduced:

Digital Safety & Cyber Etiquette Committee – With rising online exposure, schools must ensure students are protected digitally.
Student Voice & Leadership Committee – Giving students formal roles to co-create school culture.
Sustainability & Environment Committee – For green practices, waste segregation, water conservation, and LiFE-aligned actions.

In 2025, education isn’t just about marks—it’s about mindset, safety, values, and vision. As parents, educators, or students, it’s our right (and duty) to ask: Does our school have these committees? Because compliance is the first step to care.

Education

Rewriting Ambedkar: Why Students Must Know the Man Beyond the Constitution

Published

1 month ago

April 14, 2025

Dhruv Chhabra

“Be Educated, Be Organised, and Be Agitated”- Dr. Bhim Rao Ambedkar stood for education more than anything

Ambedkar Jayanti Special | ScooNews

Dr. Bhimrao Ramji Ambedkar. Most students in India recognise the name—largely as the “Father of the Indian Constitution.” If you ask a Class 10 student what Ambedkar stood for, you’ll likely get a respectable summary: chairperson of the Drafting Committee, architect of constitutional equality, and perhaps a passing reference to his fight against untouchability. But that’s where it ends.

This is not a failure of our students. This is a failure of our books.

Because Babasaheb Ambedkar was not just a jurist or a political figure to be summarised in three bullet points under Civics. He was one of the most radical, intellectually fierce, and unapologetically liberal minds India has ever known. And if we are talking about modern India—its democracy, its dissent, its diversity, its demands for dignity—then Dr. Ambedkar isn’t just relevant, he is foundational.

And yet, he remains tragically under-read and under-taught.

The Man We Didn’t Read Enough About

Ambedkar’s life is a masterclass in resilience, intellect, and reform. Born into the most marginalised community in India, he went on to become the first Indian to pursue a doctorate in economics from Columbia University, studied law at the London School of Economics, and returned to a country that still wouldn’t allow him to sit beside upper-caste students.

But Ambedkar did not stop at personal success. He turned his education into ammunition. His writings dissected caste not just as a social issue but as an economic and psychological reality. In works like Annihilation of Caste, he boldly challenged not just the religious orthodoxy but also Mahatma Gandhi—a sacred figure for many—in ways that were considered almost blasphemous at the time. And even today.

Unlike Gandhi, who sought reform within the caste system, Ambedkar demanded its demolition. Where Gandhi appealed to morality, Ambedkar appealed to reason, law, and modernity.

This discomfort with Ambedkar’s sharp, unflinching views is perhaps why our textbooks package him safely—as the dignified lawyer with a pen, not the roaring revolutionary with a voice.

More Than a Constitution-Maker

To say Ambedkar gave us the Constitution is both true and painfully incomplete.

He gave us the right to constitutional morality, the idea that the Constitution isn’t just a set of rules but a living document that must be interpreted in the spirit of liberty, equality, and justice.
He envisioned reservations not as charity but as corrective justice.
He believed that a true democracy must have “social democracy” at its base—not just the right to vote but the right to dignity in everyday life.
And he warned, prophetically, that political democracy without social democracy would be India’s downfall. He was not just designing India’s governance system, but was rather trying to develop India’s moral spine.

A Voice for Individual Freedom—Louder Than We Knew

“I measure the progress of a community by the degree of progress which women have achieved.”- Bhim Rao Ambedkar

Ambedkar’s liberalism was far ahead of his time. He consistently advocated for individual rights in the truest sense. There’s documented evidence that he argued for the decriminalisation of same-sex relationships, seeing it as an issue of individual freedom long before such conversations entered our legal discourse.

His economic ideas—rarely taught—favoured state-led industrialisation, fair wages, and social security decades before these became policy buzzwords. His writings on women’s rights were equally progressive, particularly through the Hindu Code Bill, which sought to grant women equal property rights, rights to divorce, and freedom in marriage—a bill so radical for its time that it was shelved, only to return years later in diluted forms.

Why Today’s Students Need Ambedkar—Unfiltered

In an age where freedom of speech is contested, when marginalised voices still struggle for space, when gender and sexuality are still debated as ‘issues’ instead of identities—Ambedkar is the teacher we didn’t know we needed.

We need to stop sanitising him for our syllabus. We need high schoolers to read Annihilation of Caste in their literature classes and understand the intersections of caste, religion, and gender in history—not just from an upper-caste nationalist lens but from the view of the people who fought to be seen as human.

We need Ambedkar in economics classrooms, debating his views against today’s neoliberal models.

We need to introduce him as an intellectual, a radical thinker, a critic of Gandhi, a reformer of Hindu personal law, a journalist, a linguist, a labour rights advocate, a rebel with a cause.

Because the freedoms we enjoy today—freedom of religion, freedom of expression, freedom to love, to choose, to protest, to dream—all have Ambedkar’s fingerprints on them.

If our education system truly believes in nurturing critical thinkers and empathetic citizens, then Dr. Ambedkar cannot remain a footnote or a ceremonial portrait garlanded on April 14th.

He must be read. He must be debated. He must be understood. Because the more we know about Ambedkar, the more we know about ourselves—and the democracy we’re still trying to build.

Education

This World Health Day, Let’s Prioritise Mental Wellness for Teachers and Students Alike

Published

1 month ago

April 8, 2025

Team ScooNews

Every year, World Health Day reminds us that good health isn’t just about avoiding illness—it’s about nurturing holistic well-being. And in the post-pandemic era, the conversation has rightly expanded beyond just physical fitness to include mental and emotional health. For schools across India, that means focusing not just on what students learn—but how they feel while learning. And the same goes for teachers.

Today, more students and educators are facing anxiety, burnout, and fatigue than ever before. Pressure to perform, competition, overstimulation from screens, and lack of adequate rest are taking a toll. In this context, the principles of healthy living shared this World Health Day couldn’t be more relevant—not just as a checklist, but as a way of reimagining how schools care for the minds and bodies within their walls.

Good Food = Good Mood

Nutrition plays a vital role in mental health. Students and teachers alike need balanced meals—rich in fruits, vegetables, whole grains, and protein—not sugar-laden snacks and quick fixes. Schools can lead by example through healthy canteen menus and awareness drives about mindful eating.

Move More, Sit Less

Sitting through back-to-back classes can make even the most active minds sluggish. Integrating daily movement breaks, dance sessions, or stretching routines can improve concentration, mood, and overall energy levels. Physical activity is not just for sports hour—it should be woven into the school culture.

Rest to Feel Your Best

Sleep is often underrated. Students are staying up late due to homework or screen time, and teachers are burning out from lesson planning, assessments, and administrative work. A well-rested mind is more creative, focused, and resilient. School policies should actively discourage all-nighters and promote realistic deadlines, even for staff.

SIP, Don’t Skip

Hydration affects cognitive function and mood. Students and teachers need regular reminders to drink enough water. Simple initiatives like water breaks during class or hydration stations across campus can create a culture of wellness.

Mental Health Matters

And finally—talk about it. Break the stigma around seeking help. Every school should have access to a counsellor or helpline. Peer support groups, teacher support circles, mindfulness sessions, and mental health literacy workshops should be part of the school ecosystem—not rare events during “wellness week.”

In an age where emotional fatigue often goes unnoticed, we must acknowledge that healthy habits = a bright future. On this World Health Day, let’s promise to not only care for our health but also be kind—to our bodies, our minds, and one another. Because in the end, no curriculum is more important than the well-being of those who teach and those who learn.

Education

On Paper vs On the Playground: The Stark Reality of Inclusion for Children with Autism in India

Published

1 month ago

April 3, 2025

Dhruv Chhabra

Image Source- Pexels/Tara Winstead

On World Autism Awareness Day 2025, the Ministry of Education reaffirmed its commitment to inclusive education—announcing strengthened therapy-based support through Block Resource Centres (BRCs) for children with autism spectrum disorder (ASD) under Samagra Shiksha. On paper, it all sounds exactly as it should: speech therapy, occupational support, assistive devices, special educators, digital access, even parent counselling and teacher training.

But just three days ago, a deeply disturbing video emerged from a Noida-based private school, showing a special educator manhandling a 10-year-old child with autism in the classroom. The video, accidentally shared on a parent WhatsApp group, has since gone viral, leading to the arrest of the teacher, the sealing of the school, and an FIR under the Bharatiya Nyaya Sanhita, the JJ Act, and the RPWD Act.

It begs the question: Is our reality in special education as inclusive as our rhetoric?

When Inclusion Becomes a Hollow Word

For far too many children with autism in India, inclusion begins and ends in policy documents. What lies in between is often a cycle of unchecked negligence, lack of accountability, and poorly trained or entirely unqualified “special educators” functioning like gig workers—underpaid, under-monitored, and dangerously unprepared.

We’ve heard of children being tied to chairs during therapy hours, being underfed as a behavioural management strategy, or being punished for sensory overstimulation they cannot control. Many so-called educators don’t even have basic training, let alone the emotional intelligence required to support neurodiverse children.

What Needs to Change?

If we are truly serious about inclusion, then we need more than just circulars and schemes. We need licensing laws that mandate certification and regular evaluation of all special educators. We need background checks, complaint redressal systems, and swift punitive action against violations. We need to ensure every school, government or private, recognised or otherwise, follows minimum compliance protocols for inclusive practices. And yes, we need parent voices on the table when these frameworks are drafted—not just policy architects in boardrooms.

The Ministry’s renewed vision under NEP 2020 is a welcome step, and BRCs could become powerful hubs of change. But only if they are funded, monitored, and held accountable. Inclusion is not a checkbox, it’s a lived culture—and it starts with respect, rigour, and responsibility.

Education

The Ethics of AI Art in Education & Nostalgia: The Ghibli Effect

Published

1 month ago

March 31, 2025

Dhruv Chhabra

There’s something deeply sacred about a child’s first sketch—the awkward crayon lines, the lopsided sun, the stick figures that smile despite their missing limbs. That’s the heart of human creativity: messy, imperfect, emotional. And then there’s AI art—sleek, polished, awe-inspiring, and often eerily devoid of that same soul. So where do we draw the line when we bring this technology into schools, where the purpose of art isn’t just aesthetic, but emotional, developmental, and deeply personal?

As AI-generated art becomes increasingly accessible, educators and institutions are exploring its use in classrooms, textbooks, exhibitions, and even personalised student projects. The tools are powerful. With a few prompts, a teacher can conjure up a world map in Van Gogh’s style or generate a Ghibli-inspired version of a student’s family portrait. It’s engaging, efficient, and undeniably exciting. But in this rush to embrace innovation, are we unconsciously sidelining the raw, human act of creation?

Take, for instance, the aesthetic influence of Studio Ghibli—a name synonymous with hand-drawn magic. Hayao Miyazaki, its legendary co-founder, has publicly criticised AI-generated art as soulless. For a man who believes every frame must carry the weight of life, suffering, and intent, AI art is an affront to authenticity. And when we use Ghibli-inspired AI to recreate school memories or cultural illustrations, are we honouring that legacy or reducing it to a visual filter?

This question becomes even more relevant in educational spaces, where art is more than visual delight. It’s therapy, it’s storytelling, it’s identity-building. A classroom wall covered with AI-generated posters may look stunning, but what happens when it replaces the joy of getting paint under your fingernails or proudly misspelling your name in glitter?

Then there’s the ethical dilemma of data and labour. Who gets credited when AI art is trained on thousands of anonymous, unpaid artists? Are we inadvertently participating in a system that borrows without consent?

And what message does that send to young creators—that their work can be replicated, remixed, and resold by a machine in seconds?

Of course, this isn’t a call to ban AI art from classrooms. Quite the opposite. There’s immense potential here—to use AI as a collaborative tool rather than a replacement. Imagine students learning how to prompt ethically, understanding how AI generates images, and using it to reflect on visual storytelling, bias, and authorship. Education is the perfect place to ask these questions—not avoid them.

And let’s talk about nostalgia—the emotional undertow of this whole conversation. Many of us turn to AI to recreate what once made us feel safe, seen, and whole. Whether it’s turning a family portrait into a Ghibli scene or reviving the aesthetics of Amar Chitra Katha, it stems from love. But love also requires respect. And perhaps the most respectful thing we can do is to remember that some things—like a child’s first drawing, or the tremble in an old hand sketching memories—are sacred because they are human.

So as educators, creators, and curators of tomorrow’s imaginations, let us not trade soul for style. Let AI walk beside our children, not ahead of them. Let it support the messy, magical business of making art—not sanitise it.

Because in the end, the point isn’t to create perfect art. It’s to create honest ones.