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.

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Nikhil Kamath has a stark prediction about higher education: “The days of 4-year college courses are over. Lifelong learning is the new norm, for everyone.” The Zerodha co-founder’s words landed just as the World Economic Forum’s Future of Jobs Report 2025 painted an equally urgent picture — one of seismic disruption, skill churn, and a workforce that can no longer survive on static degrees alone.

Such an interesting question: “What jobs will be relevant in 10 years?”
Personally, I think the days of 4-year college courses are over, lifelong learning is the new norm, for everyone… pic.twitter.com/sk3m7vfjR4

— Nikhil Kamath (@nikhilkamathcio) June 26, 2025

The report’s findings are a wake-up call for students and professionals alike. Upskilling and reskilling have moved from corporate buzzwords to a matter of survival. Even though 75% of employers feel confident about upskilling their current teams, 38% admit they’re worried about the skill readiness of new graduates. By 2030, one in nine workers could miss out on any training at all, stuck in roles destined to disappear.

The WEF’s data is blunt: 39% of today’s core job skills will become obsolete within this decade. And the threat looms larger for countries like India, Egypt and the UAE, where nearly half of the workforce could face skill obsolescence. Already, 63% of global employers say skill gaps are stalling their operations.

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Yet, the same storm of change is also throwing open new doors. An estimated 170 million new jobs will be created globally by 2030, even as 92 million roles fade away under the weight of automation and shifting trends — a net gain of around 78 million jobs. Green transitions and tech advancements are expected to swell the ranks of farmworkers, delivery drivers and software developers. Meanwhile, cashiers, clerks and other repetitive roles may become relics of the past.

The nature of these new jobs demands an entirely different mix of skills. It’s not just about coding or crunching data — the top 10 skills for 2030 range from AI and big data, cybersecurity, and technological literacy to timeless human traits like creative thinking, analytical thinking, resilience, and an open mind for lifelong learning itself. When the WEF says curiosity is now a core skill, you know the classroom is no longer a place — it’s an attitude.

Automation continues to accelerate this shift. In 2024, machines handled about 22% of work tasks; by 2030, they’ll manage 34% — while human contributions shrink proportionally. Some companies are responding by retraining their teams (77%), hiring AI-savvy talent (69%), and cutting roles that can’t evolve (41%). It’s a delicate dance of staying ahead, or falling behind.

In India’s context, the stakes are doubly high. On one hand, the country shines in inclusive hiring — 95% of Indian employers report robust DEI policies compared to the global average of 83%. They’re opening doors to women, people with disabilities, Gen Z youth, and even older workers. But India’s looming skill obsolescence means our famed engineering and MBA degrees may become only the starting point, not the destination.

So what does all this mean for those reading this now — whether you’re a student, teacher, or mid-career professional wondering what comes next? It means the idea of a single degree equalling lifelong job security is truly dead. In its place comes the unending task of staying relevant: adding a new skill here, learning a new tool there, never letting curiosity dry up. It means seeing every workplace as a classroom, every mistake as a lesson, and every new technology as a chance to expand your toolkit.

There’s no doubt this can feel intimidating — but it’s also strangely freeing. Careers are no longer single-lane highways; they’re winding, branching trails with countless on-ramps. You can pivot at 30, 40 or 60. You can reinvent yourself as often as you’re willing to learn. If Kamath’s words are a battle cry for the modern learner, the WEF’s report is the field map: adapt or risk being left behind.

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The next decade belongs to the endlessly curious — the learners, the reskillers, the ones who refuse to stay still. So here’s a thought to hold onto: when the world changes this fast, there is one certainty that stays — your willingness to change with it.

Key Stats at a Glance

• 39% of today’s core job skills will be obsolete by 2030

• 63% of global employers already feel the pain of skill gaps

• 170 million jobs expected to be created by 2030

• 92 million jobs likely to be displaced

• 77% of employers plan to reskill current staff

• 69% plan to hire AI-skilled talent

• 41% may downsize roles that don’t adapt

• India: 95% of employers report DEI policies — the highest globally

• India, Egypt & UAE forecast the highest rates of skill obsolescence (38–48%)

• Automation’s share of tasks will rise from 22% to 34% by 2030

References

• World Economic Forum – Future of Jobs Report 2025

• Nikhil Kamath’s statement on LinkedIn and media coverage, June 2025

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.

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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.

In a move aimed at reducing academic pressure and offering students a second shot within the same academic year, the Central Board of Secondary Education (CBSE) has announced a revised board examination structure for Class 10. Starting from the 2025–26 session, students will appear for two board exams: the first in February and the second in May.

While the February exam will be the ‘main’ board, students who wish to improve their scores in up to three subjects can take the second board exam. Those who fail in one or two subjects may also attempt the May exam under the compartment category. However, those who miss three or more subjects will be marked ‘Essential Repeat’ and have to retake the exam the following year.

Importantly, this is not a semester system. Students must appear for the first exam. The second is optional—meant only for improvement or compartment cases. No additional or new subjects can be added between the two exams.

CBSE has clarified that the structure, syllabus, and pattern of questions will remain unchanged. The results of the first exam will be declared in April, enabling provisional Class 11 admissions. However, the final marksheets and certificates will be issued only after the second exam results are announced in June.

This dual-exam model was opened for public feedback earlier this year and will initially apply only to Class 10. A similar system for Class 12 is being considered but has not yet been confirmed.

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For schools, this change will require rethinking academic calendars, counselling processes, and internal assessments, especially for students who may be at risk of needing a second attempt. The move aligns with CBSE’s broader goals of offering students more flexibility and reducing the high stakes of a single board exam.

 Tripura has been declared a fully literate state, becoming the third in the country to cross the 95% literacy threshold after Goa and Mizoram.

The announcement was made by Chief Minister Dr. Manik Saha, citing data from the Understanding Lifelong Learning for All in Society (ULLAS) programme — a flagship literacy and life skills initiative aligned with the National Education Policy (NEP) 2020. The declaration marks not just an administrative achievement, but a generational leap in educational access and community participation.

Tripura’s current literacy rate stands at 95.6%, as per the latest Periodic Labour Force Survey, a remarkable rise from 87.22% in the 2011 Census, and a far cry from 20.24% in 1961.

“This is a historic moment for Tripura. From a 20% literacy rate six decades ago to 95.6% today, we have rewritten our narrative,” said Dr. Saha in a public post. “Through the successful implementation of ULLAS, we have ensured that literacy is not limited to signing one’s name, but includes the confidence to participate meaningfully in society.”

ULLAS, launched under the New India Literacy Programme, targets adult learners aged 15 and above who have missed out on formal schooling. It goes beyond basic literacy to include numeracy, digital and financial literacy, legal awareness, and other essential life skills — all aligned with NEP 2020’s commitment to equitable lifelong learning.

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The shift from traditional signature-based literacy drives to functional literacy has allowed Tripura to reach new learners with practical, future-ready tools. The model also offers a compelling template for other states striving to raise literacy rates beyond conventional benchmarks.

In line with the National Education Policy (NEP) 2020 and the Right to Education Act (RTE) 2009, the Directorate of Education (DoE), Government of NCT of Delhi, has issued a directive mandating that children must be 6 years old to gain admission into Class 1 starting from the academic session 2026–27.

This move aligns Delhi’s education system with the restructured 5+3+3+4 school framework introduced in the NEP 2020. Under the revised structure, the foundational stage will now include three years of pre-primary education before Class 1: Nursery (Bal Vatika/Preschool 1) at age 3, Lower KG (Preschool 2) at age 4, and Upper KG (Preschool 3) at age 5. Class 1 will be open to children only upon completion of 6 years of age.

All Heads of Government, Government-Aided, and Recognized Unaided Private Schools have been instructed to adopt this change beginning in the 2026–27 academic session.

By standardising entry age norms, the move aims to promote uniformity and developmentally appropriate learning, ensuring children enter Grade 1 equipped with foundational skills from three years of early childhood education.

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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.

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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.

• 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

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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.

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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.

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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.