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India Inclusion Summit 2020 In A Glimpse: ‘Everybody’s Good At Something’
The online event saw stalwarts like Viswanathan Anand playing chess with visually-impaired national champion Megha Chakraborty and world-renowned speed painter Vilas Nayak creating magic with Anu Jain, an art teacher on a wheelchair. The summit also saw actor Sonu Sood in conversation with India’s 1
India Inclusion Summit, since 2012, strives to spread awareness on the need to build a more equitable and inclusive society. Their endeavour is to provide equal opportunities for all, regardless of their colour, gender, creed, or ability. Their vision is to ‘Create an Inclusive India where nobody is left behind!’
Their mission is to:
- Create awareness on the need for Inclusion in mainstream society.
- Provide a platform for unsung heroes and celebrating the human spirit.
- Facilitate building deep connections and a thriving community of people who are passionate about making India and the world inclusive.
- Catalyze the journey of young entrepreneurs and artists who are in the disability and inclusion space.
- Partner with corporates to support people & projects that lead to education, employment, and livelihoods for people with disabilities
The summit of 2020 conducted a live session on 21 November 2020 where panellists spoke about inclusion, ability in disability and how ‘Everybody is good at something!’
Vikram Sridhar hosted the session, he is a professional Performance Storyteller and a Theater Practitioner. He started with a story about his childhood and his teacher who included him when he felt excluded in school. He also added how important it is to listen or talk about inclusion right in the formative years in school.
The summit began with an epic play of chess (online) when Megha Chakraborty, a visually-impaired professional chess player from West Bengal, challenging the legendary world chess champion, Viswanathan Anand. During this friendly game, they talked about their mutual interest in chess and the development of that interest since childhood as well as life lessons. Post-match, Anand gave the young player some helpful tips for improving her game.
His suggestions not only were relevant to playing chess but are also eligible in living life especially for those who are differently-abled. “It's mostly thoughtlessness we need to fight against,” said Anand.
Karuna Shullai, Sridevi Jayashankar, Ananya Jain, Sagarika Nair are four school-going girls who talked next about inclusion and how ‘everyone is good at something.’ These girls spoke about their different disabilities and how their schools/teachers and almost everybody around have been supportive of them. These children study in mainstream schools, a little effort on their school’s part as well as a supportive staff has helped them immensely to grow in life. This is a very big example of the summit’s main aim, that is to create a world where all children are given equal opportunities. One of the panellists, Sridevi, was also interpreting in sign language during the group conversation, so those viewers with hearing-disability could understand the context. Though she does not have a hearing/speaking-disability herself, her parents were born deaf, and so, she learnt the sign language for them. Her considerate and compassionate nature is what makes a huge difference in the lives of people around her and teach them about inclusion.
Later in the online event, Vikram Sridhar introduced a song on friendship by Vasu Dixit which was dedicated by Ashwin Karthik, who is the first successful engineer from India with Cerebral Palsy. He wrote the song for his best friend Bharat whom he met in college. Bharat had a huge hand in shaping Ashwin’s life and career while putting his own needs and career on hold. This shows how a bond so strong can make all the difference, showing how just one person can make it better for others if only they include those with different abilities.
In the next segment, the Indian-origin motivational speaker, Sparsh Shah, began by saying, “Disabled, for some of us, this word should not exist because it is too condemning to those who have been given this label.” A resident of New Jersey, this rapper, singer and songwriter who has a rare condition called Osteogenesis imperfecta, talked about how persons with disabilities can break barriers and live a life without limits. Shah talked about how society has seen the disabled people as a ‘problem’ that needs to be fixed, to which his answer for them was, “We are not entitled, we have simply been robbed of some basic human rights.”
Shah also talked about reclaiming the label ‘disabled’ by embracing it and not feeling ashamed or any less by it. He talked about world-renowned celebrities, scientists, politicians and more who had some or the other kind of disability yet they were the best in their field and are still globally-celebrated. He concluded his session with a new version of ‘Aasman Ke Paar,’ the theme song of IIS which he rapped & sang melodiously for the viewers. Shah is an inspiration for people who wish to do something constructive and extraordinary in their lives but are psychologically restricted by their disabilities.
“We are disabled, we are proud of that label, we always will be,” explained Shah.
Next happened a riveting conversation where Sonu Sood, the famous Bollywood actor/producer and humanitarian, talked to Pranav Bakshi, India’s first autistic male model. They discussed fitness, inclusion in the glamour world, and much more. Sonu spoke about how fitness is a very important aspect of his life, he also suggested to Pranav, as well as others, that they should take care of their physical fitness in order to keep the emotional health sound.
Sonu, being an avid fitness lover, gave tips on how one can easily lead a healthy lifestyle. His humanitarian work during COVID-19 lockdown has not been a secret, the nation applauds him for the immense empathy he showed, and so, consequently, Pranav, too, asked questions regarding the same. In return, Sonu told Pranav how he is an inspiration to many. “Thanks to IIS for championing this cause and spreading the message of inclusion,” remarked Sood.
Anu Jain, a Fine Arts Gold medalist with no limbs, was next in conversation with Vilas Nayak, Asia’s fastest Speed Painter. They talked about Inclusion in the creative world. Anu is also a teacher of arts for children and conducts workshops in fine arts for adults. While talking about each other’s journey, life and dreams, Anu said, “I believe everyone is a student for life.” Vilas and Anu both have different journeys, but the path leads to the same destination – Inclusivity in the creative world.
VR Ferose, Vice President of SAP, the man behind it all and the founder of India Inclusion Summit, made his appearance in the end to share an encouraging message with the thousands of viewers. “It gives me great joy to see so many schools, teachers, parents and students participating in this virtual meet today.”
Ferose talked about how he enjoyed seeing these young minds interact with their role models, he said, “True change, not just in India but around the world, can only be driven by passionate youth.” It was wisely said by him that like a rainbow, which is made of seven different individual colours, the idea of inclusion, too, shall manifest when the youth with different abilities come together, embracing each other’s differences.
The two-hour-long event concluded with a request to take the pledge of inclusion! We have, and you?
Send your creativity about the word “Inclusion” at [email protected].
In a progressive step towards comprehensive health education, the Tripura government has announced plans to integrate sex education and HIV/AIDS awareness into its school curriculum, Chief Minister Manik Saha confirmed.
According to officials, the curriculum update aims to equip students with accurate knowledge about sexual health, disease prevention, and safe practices—key factors in curbing the prevalence of HIV/AIDS in the state. With around 5,000 active cases reported by late 2024, including a notable infection rate of 0.33% among adults and over 800 student cases, the move is seen as a timely measure.
The new content will be deployed through age-appropriate lessons, Red Ribbon Club activities, and sensitisation drives led by health and education officials. This initiative builds upon previous efforts, such as school- and college-level awareness programs, the involvement of key stakeholders, and information, education, and communication (IEC) campaigns across rural and urban centers.
Chief Minister Saha emphasised the role of educators and community leaders in delivering accurate information and fostering a supportive environment: “Students from school to college level should be made aware of the dangers of this disease,” he remarked earlier.
The curriculum integration aligns with state-level action under the National AIDS Control Programme (NACP). It resonates with India’s broader public health mandate to move HIV/AIDS education from stigma to mainstream schooling. By addressing misconceptions and promoting prevention early, Tripura hopes to protect its youth and reduce dropout rates among vulnerable groups.
In a proud moment for Indian education, four schools from across the country have been named among the top 10 global finalists in the prestigious World’s Best School Prizes 2024, organised by UK-based T4 Education. These awards honour schools that are pushing the boundaries of innovation, inclusion, and community impact — and this year, India has made its presence felt in four out of five categories.
A Snapshot of India’s Global Finalists
From government to private, rural to urban — the diversity of India’s representation this year is striking.
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Government Girls Senior Secondary School, NIT 5, Faridabad (Haryana) – Supporting Healthy Lives
A government-run school is redefining what public education can achieve. By interweaving nutrition, mental health, and physical well-being into its core ethos, the school is transforming the lives of at-risk girls, ensuring that no student is left behind. -
Ekya School, JP Nagar, Bengaluru (Karnataka) – Innovation
Recognised for reimagining learning through a design-thinking framework, Ekya encourages student agency, interdisciplinary inquiry, and real-world problem-solving — a blueprint for future-ready schooling. -
ZP School, Jalindar Nagar, near Pune (Maharashtra) – Community Collaboration
A rural government school that has placed local communities at the heart of education. By building trust and ownership at the grassroots, it has created a model of sustainable, community-driven transformation. -
Delhi Public School, Varanasi (Uttar Pradesh) – Environmental Action
Known for its strong environmental initiatives, DPS Varanasi’s students lead from the front — managing waste, conserving energy, and creating a campus-wide culture of sustainability.
These schools are now among 50 global finalists, selected from thousands of applications worldwide. The shortlist highlights institutions not merely chasing academic results but actively shaping well-being, equity, and systemic reform in education.
What Happens Next
All 50 finalist schools are now competing for the Community Choice Award, determined through an open global vote. Winners across each of the five main categories — Supporting Healthy Lives, Environmental Action, Innovation, Community Collaboration, and Overcoming Adversity — will be announced in October 2024.
The celebration will culminate at the World Schools Summit in Abu Dhabi in November, where global education leaders will convene for a high-impact dialogue on best practices and policy influence.
The Broader Picture
Launched in the wake of the COVID-19 pandemic, the World’s Best School Prizes have rapidly emerged as one of the most influential accolades in global education. Powered by T4 Education, a platform that connects over 200,000 educators worldwide, the awards are more than just recognition — they are a launchpad for schools to amplify their voice, scale impact, and drive systems-level change.
For India, the presence of four unique schools among global changemakers is both a celebration and a reminder — that bold ideas, no matter where they are born, can shape the future of learning.
In a significant move aimed at streamlining school assessments and improving learning outcomes, the Ministry of Education has recommended that seven states—Andhra Pradesh, Assam, Kerala, Manipur, Odisha, Telangana, and West Bengal—adopt a common board for Class 10 and 12 examinations.
The recommendation follows a detailed analysis by the Department of School Education, which found that these states accounted for a staggering 66% of student failures across India last academic year. In total, over 22 lakh students failed Class 10, and 20 lakh failed Class 12 nationally in 2024, highlighting persistent challenges in retention and transition to higher education.
“Not having a common board leads to poor academic outcomes,” said School Education Secretary Sanjay Kumar, stressing that standardisation in assessment, curriculum, and evaluation is key to reversing this trend. “A common board is the way forward for ease of schooling,” he added.
India currently has 66 examination boards, including three national-level boards and 63 state-level ones. However, only 33 of these boards cater to 97% of enrolled students. The rest, often covering smaller student populations, contribute disproportionately to inconsistent academic performance.
The report also placed a renewed focus on the National Institute of Open Schooling (NIOS), especially in high-failure states. While NIOS currently has a stronger presence in Delhi, Rajasthan, and Haryana, the ministry wants to see its footprint expand in the recommended states to engage unsuccessful students and prevent dropouts.
However, the report didn’t just stop at structural issues. It shed light on regional and linguistic disparities in student performance. For instance, students taking exams in Odia and Malayalam consistently outperformed peers writing in Kannada, Telugu, and Assamese. Interestingly, Kerala, with its integrated board system, recorded an astounding pass rate of 99.96%. Odisha and Manipur also showed success rates above 97%.
Meanwhile, Navodaya Vidyalayas (NVs) and Kendriya Vidyalayas (KVs) continue to set benchmarks in academic excellence. The report found that 72% of NV students cleared NEET-UG, with strong showings also reported in engineering entrance exams. NVs, which cater primarily to rural talent, seem to be reinforcing the case for equity in access to quality education.
As conversations around NEP 2020 continue to push for holistic, inclusive, and standardised learning, the Centre’s recommendation serves as both a wake-up call and a window of opportunity. With the right reforms, these states could be on the brink of a transformative shift in student success.
Indian institutions continue their upward momentum on the global academic stage, with IIT Delhi emerging as the country’s top-ranked university in the QS World University Rankings 2026, securing the 123rd spot. It is closely followed by IIT Bombay at 129 and IIT Madras at 180, solidifying India’s footprint in the global top 200. However, no Indian university has yet broken into the top 100.
The latest edition of the QS rankings, released by higher education analysts Quacquarelli Symonds, evaluates over 1,500 universities across more than 100 countries. The rankings serve as a barometer of academic excellence, research output, and global relevance.
At the global level, the Massachusetts Institute of Technology (MIT) retains its crown, scoring a perfect 100. Imperial College London follows in second place (99.4), with Stanford University (98.9), the University of Oxford, and Harvard University rounding out the top five. Institutions from the US and the United Kingdom continue to dominate the upper echelons of the list, though Asia-Pacific universities are making notable gains.
Among the rising performers, Malaysia’s Sunway University recorded the most dramatic leap, climbing 120 places in a single year.
The QS World University Rankings 2026 place increasing emphasis on research impact, global engagement, and sustainability, alongside traditional indicators like academic and employer reputation, faculty-student ratio, and internationalisation.
Despite a vast student population and growing academic ambition, no Indian university has entered the global top 100—a gap that invites reflection. While the steady rise of institutions like IIT Delhi signals progress, it also highlights the need for sustained investment, deeper international collaborations, and a sharper focus on research and innovation. The QS rankings, then, are not just a recognition of how far Indian higher education has come, but also a gentle nudge towards how much further it can go.
The Union Ministry of Education has released the Performance Grading Index for Districts (PGI-D) 2023–24, assessing how states and union territories (UTs) fared across critical school education indicators such as learning outcomes, equity, and infrastructure. The report places Chandigarh at the top, with Delhi and Punjab also emerging as strong performers.
The PGI-D ranks regions across ten performance levels, with Utkarsh being the highest possible grade, awarded to those scoring above 90% of 1,000 total points. However, no state or UT achieved that benchmark this year. Chandigarh was the only unit placed in Prachesta-1, the fifth-highest band, with a score between 701–760 points.
Ten other states and UTs, including Delhi, Punjab, Gujarat, Odisha, Kerala, Dadra and Nagar Haveli, Haryana, Goa, Maharashtra, and Rajasthan, were placed in Prachesta-3—the seventh tier on the index—with scores ranging from 581 to 640.
Meanwhile, Meghalaya stood at the bottom of the list with a score of 417.9, becoming the only state placed in the tenth and lowest category. Mid-performing regions included Tamil Nadu, Puducherry, Karnataka, West Bengal, Andaman and Nicobar Islands, and Himachal Pradesh.
According to officials, the PGI-D is designed to act as a catalyst for system-level improvements, offering comparative data to support evidence-based decision-making. By standardising assessment across a range of domains, the index aims to help districts identify learning gaps, infrastructural deficits, and policy blind spots.
While the top bands remain elusive, the data offers insights into where systemic support and targeted interventions are needed most.
Facing strong backlash, the Maharashtra government has rolled back its earlier decision to make Hindi compulsory as a third language in Marathi and English-medium schools. A revised resolution issued by the School Education Department now offers students the flexibility to choose any other Indian language in place of Hindi for Classes 1 to 5.
According to the corrigendum aligned with the State Curriculum Framework – School Education 2024, Hindi will be the default third language; however, alternatives are permitted if students prefer them. If at least 20 students in a class opt for a different language, a dedicated teacher will be appointed. For fewer than 20 students, the subject will be delivered via online mode.
The updated directive also reiterates that Marathi remains compulsory in all schools, regardless of the medium of instruction. In non-Marathi and non-English medium schools, the three-language formula will include the school’s medium, Marathi, and English.
The language policy for Classes 6 to 10 will continue under the framework of the State Curriculum Framework (SCF) 2023, which aims to enhance multilingual learning while respecting regional and linguistic diversity.
The revision comes after political and public criticism, including opposition from the Maharashtra Navnirman Sena (MNS) and recommendations from the state’s language consultation committee.
In a significant initiative fostering international collaboration and scientific curiosity, the Ministry of Education, Government of India, flagged off 20 school students selected to participate in the Sakura Science Programme 2025. The ceremony was led by Shri Sanjay Kumar, Secretary, Department of School Education & Literacy (DoSEL), alongside senior officials, including Smt. Archana Sharma Awasthi, Joint Secretary, and Prof. Prakash Chandra Agrawal, Joint Director, NCERT.
The Sakura Science Programme, initiated by the Japan Science and Technology Agency (JST), aims to promote youth exchange in science across Asia. India joined the initiative in 2016. Since then, over 600 Indian students have experienced Japan’s technological landscape through this unique programme.
This year’s cohort—comprising 7 boys and 13 girls—represents Jawahar Navodaya Vidyalayas and government schools across remote and diverse regions such as the Andaman & Nicobar Islands, Ladakh, Mizoram, Nagaland, and Tripura. The programme runs from June 15 to 21, 2025, and includes participants from Malaysia, Taiwan, and Ukraine.
Speaking at the event, Shri Sanjay Kumar described the programme as a “golden opportunity to explore a developed nation like Japan,” urging students to fully engage with its potential to inspire innovation and global understanding.
Aligned with the National Education Policy (NEP) 2020, which underscores experiential learning and interdisciplinary exploration, this initiative strengthens India’s vision of holistic, engaging education. Japan—renowned for its technological excellence and rich culture—continues to be a valued partner in shaping the next generation of Indian innovators.
In a renewed push for public health education, the Directorate of Education (DoE), Delhi, has instructed all government and private schools to actively observe June as Anti-Malaria Month, ahead of the monsoon season.
The directive, issued through an official circular on Friday, calls upon heads of government, government-aided, and private unaided recognised schools to implement proactive measures for malaria prevention and awareness. This follows an earlier advisory from April 15 on the control of vector-borne diseases, including dengue and chikungunya.
The circular reiterates the Ministry of Health’s national goal of eliminating malaria by 2030. “June is observed annually as Anti-Malaria Month to raise awareness, promote community participation, and sustain preventive efforts before the onset of monsoon,” the DoE noted.
Schools have been urged to conduct regular inspections to eliminate stagnant water and potential mosquito breeding grounds. The circular recommends that institutions display malaria prevention do’s and don’ts prominently on campus. An annexure with precautionary measures has been provided for this purpose.
The directive further encourages schools to sensitise their staff on the risks and symptoms of vector-borne diseases. It also suggests using social media platforms to disseminate awareness messages, alongside organising health talks and interpersonal communication sessions.
All departments, offices, and educational institutions under the DoE’s purview have been asked to actively participate in the initiative, ensuring a health-conscious start to the academic calendar.
This move underscores the growing role of schools as agents of public health advocacy, empowering students and communities with timely, actionable knowledge.
In a landmark step towards digital equity in education, the Telangana government has signed a Memorandum of Understanding (MoU) with six leading non-profit organisations to provide state-of-the-art, technology-enabled learning completely free of cost to government schools across the State.
The MoU, formalised in the presence of Chief Minister A. Revanth Reddy on Sunday is part of the State’s broader push to ensure inclusive, quality education for underprivileged students. “We are laying the foundation for a knowledge-based future. These partnerships reflect our commitment to ensuring no child is left behind in this digital age,” said the Chief Minister.
The collaborating organisations include EkStep Foundation (led by Nandan Nilekani), Prajwala Foundation (Sunita Krishnan), Physics Wallah (Alakh Pandey), Khan Academy, Pi Jam Foundation (Shoaib Dar), and Educate Girls (Safina Hussain). Each brings a unique offering to the table:
- EkStep will expand its AI-powered multilingual foundational learning platform from 540 to over 5,000 primary schools across all 33 districts.
- Physics Wallah will offer free NEET, JEE, and CLAT coaching to Intermediate-level students.
- Khan Academy will roll out curriculum-aligned STEM video content for Classes 6–10.
- Prajwala Foundation will introduce child safety and protection modules for Classes 6–12.
- Pi Jam Foundation will offer coding and computational thinking courses from Classes 1–10.
- Educate Girls, already active in the State, will continue efforts to boost girl-child enrolment and literacy.
Senior officials, including Government Advisor K. Kesava Rao, Education Secretary Yogita Rana, and School Education Director Narasimha Reddy, were present at the signing, underscoring the administration’s intent to drive systemic change through strategic public–NGO partnerships.
In a significant follow-up to its earlier proposal, the Delhi government has officially cleared the Delhi School Education (Transparency in Fixation and Regulation of Fees) Ordinance, 2025, intensifying its push for greater accountability in private school fee structures. This move comes just weeks after the government’s initial announcement, which ScooNews previously reported in detail here.
The ordinance, approved during the cabinet meeting on Tuesday, introduces a first-of-its-kind three-tier regulatory mechanism in Delhi, comprising school-level fee regulation committees, district-level appellate bodies, and a state-level revision committee. The structure aims to address disputes, appeals, and grievances related to fee hikes more effectively and transparently.
With mounting pressure from parent groups over arbitrary fee increases and allegations of financial opacity, the government hopes this ordinance will bring much-needed relief to over 1,677 private schools operating in Delhi. According to officials, once it receives clearance from Lieutenant Governor VK Saxena, the ordinance will take immediate effect and remain in force until formal legislation is passed in the Delhi Assembly.
The ordinance also makes it illegal for schools to penalise students over fee non-payment by removing them from rolls, denying access to classes or online platforms, withholding exam results, or subjecting them to public humiliation—issues that parent associations have flagged repeatedly.
This policy intervention reflects the growing demand for systemic checks on private education providers and offers a model that other states may soon look to emulate as debates around school fee regulation continue to intensify nationwide.
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