Education
Infusing Gross National Happiness in Early Childhood Education: From Policies to Practices
Karma Gayleg writes on infusing Gross National Happiness in Early Childhood Education.
When we think about the purpose of Early Childhood Education, we do not think of children being able to name the alphabet, numbers, colours, shapes and do work sheets as the primary outcomes of early education. However, many of our children end up doing just these in practice. In the case against overemphasis on academics in Early Childhood Education, there is a need to ponder over a few fundamental questions. For example, how are personal traits and attitudes built?; how do young children learn skills such as empathy, ethics, self-discipline, kindness, responsibility and sharing, etc.? While Early Childhood Education policies and principles lay strong emphasis on holistic development and developmentally appropriate learning approaches, there seems to be some gap between policy and practice. In essence, Early Childhood Education practice, unlike school education, should focus on learning socio-emotional skills, cognitive flexibility and language skills through culturally relevant approaches and activities. In this article, I seek to juxtapose early learning principles and gross national happiness by attempting to underscore how GNH is being infused both in policy and principle in Early Childhood Education programmes.
1 AN OVERVIEW OF GROSS NATIONAL HAPPINESS (GNH)
The philosophy of Gross National Happiness emerged from a vision propounded by His Majesty, King Jigme Singye Wangchuk in 1972, that ‘Gross National Happiness is more important than Gross Domestic Product’. Since then, there have been continual deliberations on the concept. GNH is a holistic and sustainable approach to development which strives for balance between material and non-material values with the conviction that happiness is the ultimate human goal. Therefore, GNH is development guided by human values that emphasise collective happiness and interdependence.
2 RELATIONSHIP BETWEEN GNH GOALS AND CHILD DEVELOPMENT OUTCOMES
What does a GNH-infused early childhood education actually look like? How can children learn social, emotional and cultural traits through ECCD programmes? How can happiness as an area of focus be practically integrated into early learning centres? How can we physically design our early childhood centres so that they embody GNH principles? These questions could be clarified to some extent by looking into specific aspects of an early childhood programme, which in Bhutan’s case are as follows:
a Early Childhood Care and Education Policy
An enabling policy is the first step to a goal or a vision. In Bhutan, it is mandatory that any policy or programme has to ultimately contribute to enhancing happiness and well-being. A policy screening tool is used for screening policies to ensure that policies contribute to increasing happiness. In this sense, as the Early Childhood Education policy aims to promote holistic development of children for them to thrive and succeed in school and in life, it upholds well-being and happiness, and is in fact foundational to lifelong health, happiness and learning.
b Early Learning and Development Standards
The Early Learning and Development Standards (ELDS) are valuable benchmarks for high-quality system of services for young children, emphasising developmentally appropriate content and outcomes. The standards give emphasis to six domains of early development and learning namely physical well-being and motor skills, emotional and social development, language development, general knowledge and cognitive development and moral and cultural development. GNH as a national vision has also been infused in these standards, wherever necessary and possible and the following are a few examples of GNH infused standards:
Children are able to differentiate between events that happened in the past, present and the future. (GNH domain – community vitality)
Children demonstrate knowledge of relationship between people, places and regions. (GNH domain – community vitality)
Children are able to demonstrate awareness of economic concepts (GNH domain – economy)
Children are able to understand that the use of technology makes life easier (GNH domain – education)
Children are able to use creative arts as a means to express themselves (GNH domain – education)
Children are able to demonstrate spirituality. (GNH domain – wellbeing)
Children are able to exhibit honesty in words and in actions. (GNH domain – good governance)
Children are able to take on responsibility. (GNH domain – community vitality/ education)
Children are able to show respect and concern for others (GNH domain – community vitality/ cultural diversity)
Children are able to show respect, sense of belongingness (identity) and love for one’s country and culture. (GNH domain – community vitality/ cultural diversity)
Children understand characteristics of the natural world through observation (GNH domain – ecology)
Children are able to use different approaches to solve a problem. (GNH domain – education)
Children are able to demonstrate understanding of cause and effect (GNH domain – ecology/ education)
Children are able to adapt and control emotions (GNH domain – health)
Children are able to demonstrate self-confidence (GNH domain – wellbeing)
Children are able to demonstrate interpersonal skills (GNH domain – community vitality)
Children are able to demonstrate healthy habits and personal care and hygiene (GNH domain – health)
3 EARLY CHILDHOOD EDUCATION PRACTICES
Many of the day to day practices within the early childhood centres have underpinnings of GNH, which actually help children to learn what is fun, relevant and meaningful to them as well as enrich the programmes. The following are some of the note-worthy practices being carried out in many of the centres:
a Learning from and with the environment
Learning through the environment and using environment friendly materials and practices to develop children’s awareness, understanding and appreciation of the environment is an important consideration realised through activities that children love doing such as planting and growing a tree, nature walks and using nature as learning spaces and themes. Furthermore, preparation of learning materials from locally available resources and waste materials is also encouraged, thereby contributing to conservation and sustainability of resources.
b Learning of culture and traditional values
Learning of traditional culture and language is an important task for children in Bhutan. With the onslaught of modernization, there is apprehension that most children, especially those brought up in cities in small families may not learn and understand the values and customs. So, parent involvement in story-telling, songs and dances, arts and crafts, etc. are encouraged. Even as part of regular activities such as dramatisation and pretend play, folk culture, local languages and traditions are promoted. Children are also encouraged to participate in community events and local festivals.
a Meditation and mindfulness training
Meditation or mindfulness training is a regular part of the Early Childhood Care and Education programmes. This is not in the sense of religious indoctrination but done by way of joyful experiences. Through this activity, children have the opportunity to reflect on many things such as their friends, family, activities at home, foods they like, etc. This activity is also productively used as a transition activity to settle children from one activity to the next one. It is hoped that repeated practice of meditation starting in the early childhood centre would help children develop into reflective persons and build resilience against stress throughout their lives.
b Social Interaction and bonding
Relationships based on respectful, responsive and reciprocative interactions are encouraged at all times as part of the ethos of each of the centres. This includes greeting each other regularly, expressing gratitude, offering help, taking turns, cooperating in activities, sharing things and helping each other. In addition, love and respect for elders as an important part of the Bhutanese culture is encouraged.
Furthermore, there is emphasis on the ‘cause and effect’ phenomena in every aspect of programmes in Early Childhood Care and Education centres. This is critical as part of the Bhutanese culture where the law of causality or ‘Karma’ assumes an important role in encouraging or discouraging any act, thought or behaviour. At the early childhood level, this is strengthened through activities and ideas such as:
If we litter, the environment will get dirty
If we spoke harshly, the other person will get hurt
If we washed our hands, we will not get sick
If we said ‘Thank you’, the other person will be happy that he/she did something meaningful
If we helped someone in need, he/she will be okay, etc.
4 Parenting Education
As the parents are important players in children’s learning both at home and in the centres, and maintaining a link between the two, parenting education as an integral aspect of the programme draws from parents’ knowledge and skills. The diverse backgrounds of parents and families help to enrich children’s experiences as parents get involved in the centre programmes. Parenting education sessions are also used to discuss common issues pertaining to child-raising and to inform them on emerging perspectives on child care and development. In this way, centres and families have the opportunity to build close relationships and work together for children.
Gross National Happiness as the overarching goal of all efforts in every field is most appropriate in the context of child education. Through the simple day to day activities that are carried out in Early Childhood Education Centres, by ensuring that children’s learning experiences are meaningful and fun filled, it is believed that the foundations of happiness are laid. When there is a goal such as gross national happiness, provided it is not pursued with compulsive obsession, the early childhood programmes have a direction that enables them to support children in a way that balances their present wellbeing and future success. GNH as a guiding light is therefore an immensely enriching element in all early childhood programmes in Bhutan.
Karma Gayleg works with the Ministry of Education in Bhutan. As a Program Leader for ECCD in Bhutan since 2007, he gave momentum to the ECCD program through rigorous advocacy initiatives and innovative models of ECCD. He has been associated with ARNEC, as a country focal person and as steering committee member. He was also a Global Leader for the World Forum for Early Childhood in 2011-12 representing the Asia Pacific Region.
Astronaut Shubhanshu Shukla, currently stationed aboard the International Space Station (ISS), answered questions from schoolchildren during a live interaction hosted under ISRO’s Vidyarthi Samvad Program.
The session, designed to bring students closer to the realities of space science, turned into a heartwarming and humorous conversation about food, sleep, and the sheer wonder of viewing Earth from space.
When asked how astronauts sleep in zero gravity, Shukla smiled and explained: “There is no floor or ceiling in space. Some of us sleep on the wall, some on the ceiling. We have to tie ourselves down so we don’t float away while sleeping.”
The conversation became sweeter when Shukla revealed that he brought familiar Indian flavours with him into orbit. “I have carried gajar ka halwa, moong dal halwa, and mango juice with me from India,” he said, to the delight of the young audience. He clarified that the halwa was specially medicated for space missions, not made at home — a detail that sparked laughter and curiosity alike.
The astronaut also spoke about daily life aboard the ISS, including how exercise is essential to counter microgravity. “We ride bicycles here, but there are no seats. We strap ourselves in with belts,” he told the children, who were both fascinated and amused by the image.
For Shukla, however, the highlight of being in space remains the view of Earth. “That blue sphere, that light mist… seeing Earth from here is the most beautiful experience. It’s hard to describe in words.”
Addressing mental well-being, he shared how astronauts stay connected with their families. “Technology helps bridge the distance. We can talk to our loved ones, and that keeps us grounded — even when we’re not.”
Also present during the interaction was Group Captain Angad Pratap, a fellow member of the Gaganyaan mission crew, who encouraged students to consider careers in aviation and space science.
For many students, the session was a dream come true. “It felt like science fiction,” said one participant. “Now I believe I can go to space one day.”
As India continues its rapid progress in space exploration, conversations like these serve as reminders that inspiration is as critical as infrastructure — and that sometimes, a simple chat with an astronaut can launch the imagination of an entire generation.
In a recent public interaction, political campaigner and policy strategist Prashant Kishor detailed a long-term education plan aimed at overhauling Bihar’s school system. Emphasizing structural change over symbolic efforts, Kishor’s proposal focuses on centralized excellence, increased parental choice, and a phased financial roadmap over a 10-year period.
At the heart of the model lies a shift from quantity to quality. Rather than building one school in every village, the plan envisions five world-class government schools per administrative block, inspired by the legacy of the prestigious Netarhat Vidyalaya. These institutions would be open to students from all socioeconomic backgrounds, with Kishor stating that school buses and transport access would ensure that no child travels more than 20 minutes to reach school.
For families dissatisfied with local government schools, the model introduces an alternative: state-funded access to private education. If a student opts for a regulated private school nearby, the government would bear the cost. According to Kishor, this mirrors global best practices and provides an immediate quality option while public school infrastructure is being upgraded.
Contrary to the common belief that government education is cost-free, Kishor highlighted that Bihar currently spends an average of ₹850 per month per child in public primary schools. In comparison, many private institutions operate at a lower cost. “It’s not about public versus private. It’s about outcomes and value,” he stated.
The financing strategy involves a three-part allocation of the current education budget:
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Building new elite schools (500 per year; 5,000 in 10 years)
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Improving existing government schools
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Funding private education for low-income students where needed
The total projected investment over a decade is ₹1 lakh crore.
The proposal has triggered a wider conversation around efficiency, equity, and the future direction of school education in under-resourced states. While it has been shared in a pre-election context, the structural detail and comparative lens make it notable for educationists and policymakers nationwide.
As the national education landscape continues to evolve post-NEP 2020, Bihar’s unfolding discourse offers a compelling case study on scalable, outcome-driven reform.
In a bid to support youth skilling in India, NIIT Foundation and YuWaah (a UNICEF India initiative) have jointly launched an Open Online Course in Digital Marketing as part of their #NayiDigitalDisha campaign.
The initiative has been rolled out in Rajasthan, Jharkhand, and Odisha and aims to reach 500 participants. The 8-week online program has been structured to be accessible to learners from underserved and remote areas. Upon completion, students will receive a credential assessed by NCVET and certified by NSDC.
The curriculum focuses on practical digital marketing skills including social media strategy, online customer sourcing, and campaign execution. Course development was led by NIIT Foundation, drawing on industry consultation and its prior experience in skill training.
According to the organisers, the goal is to provide industry-aligned learning opportunities to help learners secure employment and enhance their readiness for digital roles. Participants will receive certifications from both NIIT Foundation and YuWaah, UNICEF.
The program’s implementation coincides with India’s broader push towards a skilled workforce, aligning with national goals to build digital and job-readiness capacity by 2047. The digital learning initiative is part of a larger ecosystem supported by YuWaah that includes career guidance, leadership opportunities, and pathways to socio-economic participation for young people.
Earlier success stories, such as a student securing job placements after course completion, indicate emerging results; however, the course’s full impact is yet to be assessed as it progresses through its first implementation cycle.
In a move set to impact India’s school education ecosystem, the Department of School Education and Literacy (DoSE&L), Ministry of Education, convened a high-level National Conference on Curricular and Assessment Equivalence of Boards and Improving Learning Outcomes at Sushma Swaraj Bhawan, New Delhi.
With over 250 senior officials from education departments, boards, SCERTs, and autonomous bodies like CBSE, KVS, and NVS, the conference reflected a coordinated push to align learning outcomes and assessment standards across India’s diverse schooling systems.
Chaired by DoSE&L Secretary Sanjay Kumar, the sessions explored how India can move toward competency-based education while ensuring fairness and flexibility for States/UTs. He emphasised that equivalence in curriculum and assessments is essential as India modernises its academic benchmarks in line with NEP 2020.
A key highlight was the launch of the PARAKH Rashtriya Sarvekshan Dissemination Portal, giving open access to national and state-wise data on student performance. The tool is designed to help States/UTs craft targeted improvement plans.
Prof. Indrani Bhaduri, CEO of PARAKH, also unveiled the findings from the 2024 National Survey, highlighting district-wise variations and prompting calls for data-driven, localised reform.
Best practices from six States/UTs — including Kerala, Punjab, UP, and Maharashtra — offered a practical lens on how systemic innovations can drive classroom-level change.
The conference also delved into board equivalence frameworks, with seven State Boards — including Andhra Pradesh, Assam, Goa, and J&K — presenting models for alignment of curricula, assessments, and evaluation standards.
CBSE Chairperson Rahul Singh spoke on school quality assurance, urging emphasis on self-evaluation and data transparency.
The conference spotlighted the School Quality Assessment and Assurance Framework (SQAAF) and called for the establishment of State School Standards Authorities (SSSA) in every State/UT.
Further, the session on vocational education equivalence underscored the importance of recognising school boards as vocational awarding bodies — a step towards seamless academic–skill integration and lifelong learning.
Ready Reckoner videos, Holistic Progress Cards (HPCs), and tools for continuous, child-centric evaluation were also introduced, aimed at embedding NEP’s vision in day-to-day school practice.
The event concluded with a collective reaffirmation: building an equitable, high-quality education system will require collaborative governance and commitment to learning for all.
More than 8,600 villages in Maharashtra remain without a single school, according to a recent report by the state’s Women and Child Development Department.
The gap isn’t just in classrooms. Nearly half of all government schools in the state have failed to install CCTV cameras, despite a Bombay High Court directive issued over a year ago mandating the move for student safety.
The numbers come from an internal state government communication that has now surfaced publicly, raising concerns about Maharashtra’s compliance with both the Right to Education (RTE) Act and judicial orders.
While urban education garners attention with smart classrooms and NEP pilot projects, rural Maharashtra still contends with the fundamentals: no schools, no surveillance, and often, no real learning environment.
The CCTV issue, though seemingly minor, ties directly to concerns about student safety and teacher accountability, especially in government-run schools where complaints often go unaddressed. The High Court directive had explicitly asked for CCTV cameras to be installed in all government school premises. Yet, as per the report, only 53% of schools have complied so far.
Educationists and civil society groups have pointed out that the absence of schools in over 8,000 villages violates the RTE Act’s basic requirement of ensuring a primary school within a 1-km radius of every habitation. These gaps disproportionately affect students from marginalized communities who lack access to private schooling options or reliable transportation.
While the state has announced new digital initiatives and curriculum reforms, this data signals the urgent need for parallel investment in basic school infrastructure and safety mechanisms, especially in rural and tribal regions.
If Maharashtra is serious about achieving educational equity, the solution isn’t just in policy blueprints or digital dashboards — it’s in ensuring that every child has a safe, functional school to go to.
In a push to democratize access to competitive exams, the Haryana government has announced a free after-school coaching initiative for meritorious students in government schools. The scheme will initially roll out in 26 educationally backward blocks, targeting students aspiring to crack entrance exams like JEE (Joint Entrance Examination) and NDA (National Defence Academy).
The move is designed to level the playing field between private and government school students, many of whom lack access to the coaching ecosystem often necessary for success in high-stakes exams.
According to the Education Department, only those students who score above 60% in Class 10 and rank among the top 500 in state-level merit lists will be eligible for the coaching. The classes will be held in selected schools after regular hours.
Officials said that around 100 government school teachers have been identified to undergo training from expert faculty members from IITs and coaching institutions, ensuring quality instruction that mirrors national standards.
The initiative will be implemented in partnership with the national not-for-profit organization, the Rashtriya Avishkar Abhiyan, and aims to align with the broader goals of the NEP 2020 by enabling access, equity, and excellence in education.
By empowering students with structured coaching support—often inaccessible due to financial or geographic barriers—the Haryana government signals its intent to redefine what government schooling can offer in a competitive academic landscape.
In a review meeting held at the Command Control Centre, Telangana Chief Minister A Revanth Reddy instructed education officials to take urgent steps to ensure students who complete Class 10 successfully transition into and complete their Intermediate education.
This directive stems from a persistent gap: while many students clear the Class 10 SSC board exam, a sizable number fail to complete the next academic stage. The CM has asked for a detailed study of the education policy for Classes 9 to 12 to identify where the system is failing and how it can be made more responsive to students’ needs.
Reddy emphasized that Intermediate education is a crucial link in helping students build careers and that adequate career guidance must begin at the college level. He directed officials to work on specific interventions to improve pass percentages in the intermediate board exams.
The review also touched on infrastructure: from proposing that every school fly a national flag to demanding regular updates on the construction progress of Young India Residential Schools. The CM expressed concern over the slow pace of infrastructure projects and instructed officials to accelerate tender processes, especially for the Veeranari Chakali Ilamma Mahila Vishwa Vidyalayam (Women’s University) expansion.
Funding was another key focus, with Revanth asking departments to coordinate with the Centre to ensure that Telangana receives its full share under centrally sponsored schemes.
The policy emphasis is clear: a push for a seamless Class 10 to Intermediate pipeline, improved exam outcomes, stronger infrastructure, and better career preparation for young learners.
Indian astronaut Shubhanshu Shukla, currently on a 14-day scientific expedition aboard the International Space Station (ISS) as part of the Axiom-4 mission, is scheduled to interact with school students and ISRO engineers on July 4.
The communication will take place via ham radio, through a telebridge set up at the U R Rao Satellite Centre (URSC) in Bengaluru. The session is facilitated by the Amateur Radio on the International Space Station (ARISS) programme, which enables students to engage with astronauts in orbit.
The interaction is scheduled for 3:47 PM IST and will offer participating students an opportunity to ask questions directly to Shukla, who is joined on the mission by three other astronauts.
Shukla has been conducting various scientific experiments during his stay aboard the ISS. These include deploying and imaging space microalgae samples, which are being studied as a potential food source for long-duration missions. He has also participated in the Neuro Motion VR project — involving brain activity tracking through VR tasks in microgravity — and contributed to the Telemetric Health AI study, which uses biometric data and analytics to study cardiovascular and balance changes during spaceflight.
The Axiom-4 mission, organized by Axiom Space, focuses on scientific research in space with potential applications in both space exploration and Earth-based health systems.
In a firm push for accountability, the University Grants Commission (UGC) has issued show-cause notices to 89 higher education institutions for failing to comply with mandatory anti-ragging regulations. The defaulters include some of India’s most prestigious institutions—17 of which are Institutes of National Importance—including IIT Bombay, IIT Kharagpur, IIT Hyderabad, and IIM Bangalore.
These institutions, despite repeated advisories, failed to submit the required anti-ragging undertakings from students and institutional compliance reports. The lapses have been termed a “significant violation of regulatory norms” by the UGC, raising serious concerns over student safety and campus climate in India’s top educational spaces.
A notice dated June 9, signed by UGC Secretary Prof. Manish R Joshi, has directed all 89 institutions to respond within 30 days by submitting comprehensive compliance reports, securing online anti-ragging affidavits from all students, and detailing both current and planned anti-ragging mechanisms.
If the institutions fail to act within the deadline, consequences may include withdrawal of UGC grants, public disclosure of non-compliance status, and potential derecognition or withdrawal of affiliation.
Among the list of defaulters are the Indian Statistical Institute, Kolkata, AIIMS Raebareli, Aligarh Muslim University, RGIPT Basar, and several National Institutes of Design. The issue becomes even more urgent in light of recent ragging-related incidents and an increasing perception of campus hostility. “Institutions must treat this as a matter of utmost urgency. Your prompt compliance will be essential in upholding institutional responsibility towards student welfare,” reads the UGC’s statement.
Ragging has no place in modern education, especially not in a country positioning itself as a global knowledge leader.
In 2025, with India’s education sector expanding in reach, recognition, and responsibility, compliance with anti-ragging norms shouldn’t require reminders. It should be a given.
As the world watches Indian institutions climb global rankings, student safety and well-being must remain central, not as compliance checkboxes, but as part of the educational culture we aspire to build.
In a decisive step toward reforming India’s fragmented senior secondary education system, the Ministry of Education has constituted an 11-member high-level committee to address the mushrooming of dummy schools and the unchecked influence of coaching centres. Chaired by Higher Education Secretary Vineet Joshi, the committee includes representatives from CBSE, NCERT, and faculty from IITs in Madras, Kanpur, and Trichy.
The move is seen as part of a growing policy consensus across central and state governments to reclaim the authority of schools, following recent crackdowns and reforms aimed at regulating coaching institutions and curbing the dummy school culture that sidelines holistic education.
Dummy schools — where students are officially enrolled but rarely attend — have emerged as a by-product of India’s competitive entrance exam culture. These institutions prioritise JEE, NEET, and CUET preparation through coaching classes, while students disengage from formal schooling. The CBSE’s March 2025 advisory warning that students from dummy schools could be barred from board exams marked a serious turning point in policy enforcement.
Earlier this year, the Delhi Government carried out inspections in over 600 private schools, issuing notices to at least 10 for running dummy setups. The move followed media reports and parental complaints about students being denied regular schooling in favour of coaching arrangements.
Meanwhile, the Rajasthan Cabinet approved a bill in April 2025 to regulate coaching centres operating in Kota and other education hubs. The legislation aims to curb exploitative practices, mandate mental health counsellors, and prevent coaching centres from operating without a minimum infrastructure standard—prompted by rising student suicides in the state.
Central Framework and Industry Oversight
In February 2025, the Central Government announced a new framework for coaching centres, proposing registration, transparency in fee structures, and guidelines on advertising to prevent misleading claims. Together with the current committee’s formation, these reforms indicate a systematic tightening of oversight at all levels.
The new panel’s mandate is broad. It will investigate:
- The socio-academic reasons behind the rise of dummy schools
- The misalignment between school curricula and competitive exams
- The impact of coaching on student well-being and critical thinking
- The need to promote alternate career pathways beyond engineering and medicine
- Regulations around coaching advertisements and contract practices
A National Rethink on the Purpose of Schooling
Education experts like Dr Ameeta Mulla Wattal have welcomed the initiative, calling it “a vital opportunity to restore the sanctity of school education.” The rise of coaching centres as parallel systems, she noted, has come at the cost of creativity, values, and even mental health in adolescents.
As India contemplates the future of its learners, the Ministry’s recent actions suggest a serious intent to bridge the gap between boardrooms and classrooms. Whether the new committee’s recommendations lead to tangible change remains to be seen, but the signals are clear: education in India must prepare children for life, not just for an entrance exam.
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