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Leading lights from education discuss the highs and lows of 2019 as well as the hopes for 2020

In the last month of the year, a note of hope was sounded with the HRD Ministry declaring that the new National Education Policy would be in the public domain very soon and, what’s more, it would ‘establish the glory of India in the world’.

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In the last month of the year, a note of hope was sounded with the HRD Ministry declaring that the new National Education Policy would be in the public domain very soon and, what’s more, it would ‘establish the glory of India in the world’. Yes, we could do with some of that shine! MHRD Secretary (Higher Education) R Subrahmanyam emphasised, “This education policy is going to modify the way we are implementing our education systems.” NEP 2019 envisions an India-centred education system that contributes directly to transforming India sustainably into an equitable and vibrant knowledge society, by providing high quality education to all. Some of the goals include quality early childhood education for all children between 3-6 years by 2025, every student in Grade 5 and beyond to achieve foundational literacy and numeracy by 2025, new 5+3+3+4 developmentally-appropriate curricular and pedagogical structure for school education, integrated, flexible school curriculum, no hierarchy of subjects, no hard separation of areas; integration of vocational and academic streams and lots more. The implementation of the NEP is naturally much looked forward to in the new year, by a system that has much to achieve. Incidentally, the HRD ministry received more than 2 lakh suggestions on NEP.

Edtech continues to make big strides. A study conducted by Google and KPMG had estimated online education in India, apparently the fastest growing internet market, to mushroom by 8 x into a close to $2 billion industry by 2021. This boom has seen a varied range of edtech platforms tackling the current infrastructure gap in different ways. While some use animation to teach complex topics, others have human tutors doing the teaching, while still others have gamified the process to create an interactive learning experience. Edtech start-ups, with their new and engaging range of solutions including new age tutorials, flipped classrooms, personalised learning and standardised resources, have the potential to leapfrog our education system towards increased success.

Say edtech and it must willy-nilly be followed by Byju’s… Byju’s, which has since raised close to a billion dollars from investors, is among the five most valuable Indian start-ups, along with Oyo, Paytm, Ola and Swiggy, last valued at about $5.5 billion in July. The company posted profits of ₹20 crore last fiscal on revenues of about ₹1,400 crore, on the back of about 35 million users, 2.5 million of whom are paid subscribers. With close to 85 percent renewal rate, the firm is on course to clock ₹3,000 crore in the current fiscal.

Budget time, it was revealed that the government plans to invest Rs.38, 572 crore under the National Education Mission. In 2018-19, Budget Education was Rs.56,619 crore, which had been increased to Rs.62,474 crore. It has been further increased to 76,800 crore in BE 2019-20. The four prominent schemes under National Education Mission, including Sakshar Bharat, Sarva Shiksha Abhiyan, Rashtriya Madhyamik Shiksha and Teacher training programs, are expected to get a boost. The increased spend on National Education Program will make provision for skilled teachers in the system with better pay. It will also provide incentives to encourage research across all disciplines along with strengthening the technical capacity of the central schools.

With the budget's emphasis on digitisation, AI and advanced technology, integration of technology in classrooms is expected to get a considerable thrust. Additionally, education is expected to become more accessible for all. Technology upgradation and teacher's training are the two critical elements that will allow Indian schools to leverage the power of digital solutions and prepare students for new age jobs and careers.

Even as President Ramnath Kovind stressed that liberal arts education needs to be given as much importance as science and technology, and at least 23 teenagers in the southern Indian state of Telangana killed themselves since their controversial school-leaving exam results, several million people, including thousands of students, took part in the global climate strike across the world, inspired by Swedish climate activist and student, Greta Thunberg. “People are failing to grasp the anger of the younger generation in the face of a changing climate,” young Greta pointed out. “People are underestimating the force of angry kids.” Truly, if we cannot help, let us not hinder and simply get out of the way!

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Since year endings merit looking back and looking forward, we got key experts from the field of education to share with ScooNews their views on the main developments and happenings in the field, both domestic and global, over the year. What did they find encouraging? What are the lessons that need to be learned from the challenges encountered to ensure better outcomes? What are they particularly looking forward to in the new year with regard to education? Here’s what they feel…

‘Learning is now a life-long practice’
Pukhraj Ranjan
Indian education & social innovation advocate
Head of Community & Media at HundrED.org

Schools in India and around the world are trying to innovate and match the speed at which the world is changing. But education, as of today, isn’t restricted only to the school boundaries. Children are learning from TV, social media channels, their own parents and communities, news, internet and through many other learning avenues. Learning is now a life-long practice which presents an ongoing, voluntary, and self-motivated pursuit of knowledge for either personal or professional reasons.

Through my experience at the HundrED Innovation Summit (Helsinki, Finland) and World Innovation Summit for Education – WISE 2019 (Doha, Qatar), over the last month, has reiterated my belief in the future of education to be rooted in holistic development and holistic wellbeing of the child.

Across both the summits and my continued interaction with global education innovators, I have noticed a deep focus on using design thinking to solve social challenges that prevent students from getting access to education. I also have noticed a rise in soft (essential) skills education like that of  social inclusion, active citizenship, and personal development, but also self-sustainability, as well as competitiveness and employability.

71% of the HundrED 2020 global collection of education innovations target the development of 21st century skills as defined by the Future of Education and Skills 2030 report by the OECD (2018). The six winners of the 2019 WISE Awards were also seen to be addressing global educational challenges from supporting low-income families with funding support packages in Sierra Leone, Nigeria and Liberia to facilitating early childhood development through home visiting programs in Brazil, etc.
A key facet of the conversations in the current global education landscape revolves around innovative practices in education that have solid evidence of impact and more importantly have the potential to scale.

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New innovation needed:

While researching innovative education practices, the HundrED research team identified some global factors contributing to the resistance and distrust on experimenting with new practices and technologies. These include:

Time is a scarce resource that is spread thinly across curricula demands, which consequently stifles deep thinking, imagination, and creativity in schools.
Managing demanding assessment expectations causes most educators and students to be risk averse (e.g. the rise of standardised assessment).
Teachers are stressed just to get to the end of the day and cut corners out of necessity, leaving little room for new ideas to grow in an agile way.

Current structural boundaries (like a rigid school timetable) stifle new ideas for teachers and students, making it very difficult for innovation in education to spread easily.
As an Indian educator and innovation advocate, I believe new innovations in education should aim to allow us to do more with less and provide ways for educators to mitigate against these barriers.

Holistic wellbeing of all:

As we move into 2020, I look forward to seeing a sustainable and continued commitment to holistic development and holistic wellbeing of not just the child but all key education stakeholders like teachers, school leaders, parents, etc. I am also hopeful for a renewed focus on actively listening and involving the beneficiaries of our work and critical educational conversations, especially students and youth. And as mentioned above, I hope to see more innovations in education that do more with less and provide ways to help children flourish and reach their potential worldwide.

‘Attention given to personalised learning is heartening’

Lina Ashar
Educationist, entrepreneur, writer
Chairman, Kangaroo Kids Education Limited

The most promising developments in education recently have been the integration of technology in classrooms and schools and the increased attention given to personalised learning.
We’re at the cusp of an education revolution and modern advancements have been the driving force that could very well change the face of education forever. The integration of technology in schools and classrooms has been a boon to students, faculty and management. The use of classroom management software and cloud technology have not only help drive cost savings and operational efficiencies but improve the utilisation of resources for student learning. Breakthroughs in the field of Artificial Intelligence and Virtual Reality, within the education sector, have changed the way students learn, paving the way for data-driven and personalised learning.
Artificial intelligence has improved student learning through tutoring systems that are available as and when the student requires. The same system is able to adapt the teaching approach to suit the student’s needs and thereafter evaluate the student’s performance. It utilizes data obtained through direct interaction and mobile learning to adapt the approach and help realise the student’s potential for learning. Artificial intelligence, through the use of concepts like online learning and data-driven learning, is helping make a student’s education more relevant and personalised. Virtual reality or virtual learning has made it possible for students to experience their education more vividly, increasing their interest in the matter and improving their understanding. It makes the interaction between students and subjects more immersive and engaging by giving students, quite literally, a better view on the subject.

The need to find motivation:

Resilience and positivity are the key lessons to learn from any challenge. I believe that students today lack the self-belief and determination that could help them overcome challenges. Students may have the skills and direction to overcome challenges, but they need to find the motivation to keep moving forward.
Parents and teachers need to help students understand that failure is not the end, it’s a means to an end. Failure is a stepping stone and can help students learn, so by teaching them to look at it positively, children can gain the potential to learn more.

Obstacles and challenges are a part of life, it’s how we choose to look at it that can make the difference. When these challenges appear, it is up to us to find meaning in it. This can set us on the road to developing resilience. Let the life story of Lou Gehrig serve as an example of overcoming challenges and creating better outcomes. Lou was a clumsy kid, and the boys in his neighbourhood wouldn’t let him play on their baseball team. But this didn’t deter him from playing baseball, instead, he tapped into his source of inner courage and determination to keep improving. Where do you think that got him? Today, he is listed in the Baseball Hall of Fame as one of the greatest players of all time. Such is the power of positivity and resilience.

Taking failure positively, but at the same time using the experience to overcome it, can put students on the path to success. Ultimately, to ensure better outcomes, we need to make sure that we learn from the experience and use that learning to do better; positivity and resilience help ensure that we keep moving forward and keep learning.

Not a restart but change:

A new year symbolises a new beginning, but what we need isn’t a restart, we need a change. Education needs to be restructured to provide learners with the knowledge, skills and competencies they need for the future.
Education needs to be less about just teaching children and more about how we can create effective, lifelong learners, where learning new skills will be an ongoing necessity throughout life. To that end, I’m looking forward to a revamp of the system; making student education more focused on development rather than on results and success.
In the future, education and every other aspect of the world will be heavily dependent on technology. Many jobs will be replaced by machines. So, what’s in store for our children?

Jack Ma, the founder of Alibaba, spoke at The World Economic Forum, saying: “If we do not change the way we teach, the world will be in trouble. Our education is knowledge-based, and we cannot teach our kids to compete with machines. We have to teach them something unique so that machines can never catch up with us.”
We need to equip the learners of today with the skills and values that can help them become adaptable, innovative, and purpose-driven, as those will be the requirements for success in the world that they will live in. We need to prepare our children for the workplace of the future.
Keeping that in mind, I look forward to the evolution of education in terms of a pivotal shift. Regrettably, the push for change is an external one, from industries that are not having their needs met by the current state of education. Education should be more proactive to future vision and change by itself. So, here’s to hoping that the education system will realise the necessity of such a change.

‘Overjoyed by happiness inclusion in curriculum’

Dr Jagpreet Singh
Headmaster, Punjab Public School, Nabha.

I was thrilled to see the inclusion of technology making its presence felt in almost every education sector. I was overjoyed by the fact that Delhi government and other states included Happiness in their Curriculum. Ironically, at the same time this has left me wondering …do we need to teach happiness and enforce it in our lives? Time to contemplate, my dear colleagues from the education fraternity…!

Drawing the line:

Yes, with IT playing the role of necessary evil, we need to have a more clear line of thought about “how much is too much”. We must understand and find out the constructive role of technology in the learning outcome as per various Educational Boards.

Catch ‘em young:

I will be extremely elated to see the young generation taking up teaching as profession. Classrooms breaking the barrier of four walls and inter-disciplinary approach will be an interesting thing to learn and implement.

‘Dialogue is a silver lining’

Dr. Sumer Singh
Author and advisor to schools
Director Education Salad

In spite of the dismal level of financial support from government towards school education and education research, there are some silver linings which have emerged in recent times.
What comes to mind first is dialogue, dialogue between educators and the CBSE and between educators and the Ministry of HRD. How much is the impact on policy is still not known but the desire for more open conversation gives rise not only to optimism but also to the emergence of enhanced brainstorming and to a consequential growth of education leaders in the private sector.

From my perch as a retired educationist I see them coming out of their limited campus environments onto the bigger stage and a number of educational thinkers are having a very positive impact. Not only are these educationists more outspoken than their counterparts of my generation, but they have been sharing their views and experiences on the platforms provided by a mushrooming of conferences and workshops across the country. These ever-multiplying conferences are leading to sharing of best practices, ideas and cooperation as never before. Organisations like ScooNews, Education World & Future 50 need to be recognized for their contribution in the development of this phenomenon.

The second positive development is globalization and inter-cultural learning. Educators are engaging beyond the elitist global clubs that benefit only a few. AFS has grown in the last two years into a network of a hundred schools pan India, providing training in intercultural skills to over thousands of students and hundreds of educators. Apart from overseas exchanges it has initiated domestic exchanges and I have seen the dividends of student exchanges between schools in different parts of the country creating friendships and a better understanding of our cultural diversity. This is so important in an age when nations and even Indian states are finding reasons to isolate themselves in a false sense of nationalism and protectionism.

Migration across state and national borders in search of better education, professional development and tourism is a growing reality and preparing students in inter cultural sensitivity is an essential component of education.
Educators are equally exposing themselves through study tours abroad. The biggest impacts in this process is the emergence of humanities or the liberal arts as a preferred option and the importance now being given more widely to languages, visual and performing arts.

In all this churning many of our students have shifted priorities beyond traditional and well-paying careers to areas of responsible citizenship, desiring to make an impact on issues like environment & urban planning, gender sensitivity, conflict resolution as also educational opportunities for the less privileged. This new breed will impact our society for the better for they are thinking beyond their own personal comforts. Certainly more than we did.
There is also a gradual shift in rural areas away from a desire to secure government jobs towards acquiring skills and working independently. If this trend grows the result will be more enterprise and the creation of jobs.

Postponement of qualifying exam disheartening:

Having listed some of the positive trends I have a major regret which I do hope is addressed soon. In the 1980s I attended a series of meetings with the HRD Minister, Education Secretary and Chairperson of the CBSE. It was resolved that India would do away with the school leaving examination which restricts multi-faceted talents recognizing only academic achievements based on restricted parameters, encouraging unhealthy competition and stress. That we would replace this with a common higher studies’ qualifying examination that could be attempted a multiple of times. It was hoped to reduce the existing numerous entrance examinations and, in the process, give more freedom of curriculum at the school level.

I was sad to learn soon after that the implementation of this decision was postponed because the Ministry lacked the technical skills to introduce the resolution till such time as papers could be simultaneously prepared in multiple languages. I do still hope this scheme, long forgotten, is revived one day.
We all hope that educators will shift from a lecture, notes and memorization methodology to a more creative and experiential model. But until the assessment model is changed, we will remain tied to marks and ranks, neglecting the essential soft skills that define each of us.

‘Swing from memory-based to skill-based education’
Anirudh Khaitan
Vice Chairman Khaitan Public School
Director, Bengal Education Society

Our recent trip to Australia has been an eye opener for the education system that is being followed there.  The complete assessment and analysis of students performance is being monitored through data using artificial intelligence tools.  Technology is being heavily integrated into classrooms, being in the real world feel into classrooms.  What was very encouraging to see globally is how education is being moved away from memory based to more skill-based education.  Specially in Australia, they have managed to bring in literally 1000’s of skills into high school education and there is a very positive impact on schooling there because of it.

Even in India, there has been a complete thought process change in how one of their leading boards CBSE is viewing education.  They have been able to shift their mindset from Rote Learning Methodology to more experiential based learning.  This is more in line with what is needed in our country.  The have recently announced many initiatives from reforms in assessments that will have a huge impact on how education is done in the country.

 
RTE challenges:

The introduction of RTE has been extremely challenging both for government institutions and private institutions.  Instead of increasing overall enrolment, RTE has managed to only shift students from Government to Private schools.  Currently the RTE is going to be revamped and we are very hopeful that the government will look at all the misgivings of the earlier policy and make it better.  The government is the biggest provider of education, without which a country cannot move forward.  They are already focussing more on making their own schools better and now we look forward for their support in the initiatives taken by the private schools, so together we can all take the country forward.

Needed: NEP implementation:

I am particularly looking forward to the implementation of NEP as if done in the right way, it could make a huge impact on school education.  Personally, for our schools, we are looking at automating all processes as into give a better product and experience to our students and parents.

‘AI is digging into data and learning rapidly’

Anand Krishnaswamy
Dean of STEM Studies
Purkal Youth Development Society

What a teacher is, has been a shape-shifting definition since our mythological version of the guru in a gurukula – from being a controller to a facilitator, from being the store of knowledge to flipped classes, from being the key player in a closed room to MOOCs, from that strict martinet to an empathetic comrade – and continues to change. But there is one development which is rapidly pushing education and teachers to answer this question as in that answer will be the roadmap to how education itself will take shape. That development is of artificial intelligence (AI) and its increasing role in education. Before I go into the debate, let me present some of the work that is out there.
Many countries are invested in AI in education. Global edtech funding jumped a whopping 58% in 2015 from the previous year. The market is projected to grow at 17.0% per annum, to $252 billion by the year 2020. Asia is seeing the fastest growth in investment into the sector; China, in particular, is the largest edtech market. China is also very bullish about AI in education. Many reports across the world attribute higher pass grades and reduced dropout rates to collaborating with an AI adaptive learning system. It will no longer be about gadgets but about utilising tech for providing value unlike realised before in education. The validation is there but what are the key differentiators?

The biggest strengths:

AI’s biggest strength is scale of operation. An AI system can not only look at the responses of students in the class and identify patterns of error and learning (which an excellent human teacher could also do) but it can also crunch numbers and extract patterns from all schools in a city or state or country and indicate with varying degrees of confidence, the likely paths ahead or challenges in the past. A human teacher is not even privy to this information, let alone possess the ability to process these. An AI system can respond to identified patterns by picking from a massive catalogue of options. A human teacher (and even the best) can respond with a few options. An AI system can process data about a student’s learning pattern over the years & even build a model that maps it to physiological changes – and then repeat this for thousands of students. The best human teacher is rarely ever with one student for many years and even if they are, they are unlikely to repeat this intimate awareness at a scale beyond a few tens at best. AI is a function of its algorithms. The best human teacher is a function of his/her moods, mental acumen (which is not fixed), commitment, health and energy levels.
I’ll present one example of the work out there. A lot of fascinating advancements are being done at Squirrel AI Learning, China. Their strength lies in the granularity they invest in and the responses to signals at that level of granularity. In common terms, Squirrel’s strength is in how minutely they break down each topic, say, a chapter, into facets that require new learning or reconnect to old learning as well as the response mechanism they have for a student’s interaction with those facets. This response mechanism, they call a “knowledge graph”. By presenting about 10-15 questions, the system is able to determine the exact support and help the student needs as well as the flavour of the next lesson (since the next lesson can come in different flavours depending on student learning styles and their individual knowledge graph). The future, at places like Squirrel AI, is fascinating & full of possibilities. Whether this ends up in a test-driven education model (much like what we see in coaching classes and cities like Kota) or an expansive and holistic education – we will never know but AI is here to stay.

Teachers and AI:

While many will emotionally respond with “Ah! No computer can replace a real teacher”, that number is reducing very swiftly. The wiser few do not talk in terms of “either or” and acknowledge that the human would be the best human teacher if s/he admitted his/her shortcomings and utilised AI to fill those and inform his/her judgement. The reason that is inevitable is because teaching and education has loved to play to the image of that amazing teacher who created a miracle in the lives of many. AI is simply not wasting time in miracles but is digging into data and learning rapidly. Teaching & effective learning is composed of elements that are repetitive & rudimentary, coupled with elements that are subjective and perception-based, combined with elements that are inherently evolutionary and adaptive. Some of these elements can be presented by a machine (which is not very different, in its role, from a textbook; just richer). There are elements of analysis that simply need to be performed (what example works best for Kumar? What video should Sujata watch next? Has Vijay truly understood fraction equivalence? etc.) and are today held ransom to the teacher’s willingness, capability or inclination to trick the system. AI can perform these without taking a break. A wise teacher would use this to identify his/her next move.

While India is far behind in AI and is more likely to end up adopting from elsewhere, this is going to be a significant overhaul of education system implementation as we know it. This is a trend I am eagerly watching.

 

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Nirvaan Birla on Why Social Media Needs a Rethink in Today’s Classrooms

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Nirvaan Birla, Founder, Birla Open Minds urges a rethink on social media in classrooms

What happens when self-worth becomes a scrolling statistic? When confidence is measured in likes, validation is sought in comments, and a missed post feels like a missed opportunity, social media quietly becomes more than a platform; it becomes a mirror that distorts.

For the younger generation, the digital world isn’t an escape. It’s their reality. What once was a space for fun and connection now silently dictates their self-image, decisions, and even mental health. A carefully crafted caption, the right filter, or a viral reel can spark joy, but it can also fuel anxiety, insecurity, and constant comparison.

As engaging as social media is, it comes with an invisible cost. The pressure to be constantly available, consistently appealing, and endlessly relevant can take a toll. Many teenagers find themselves trapped in a loop of approval-seeking, often mistaking online popularity for personal worth.

Online peer pressure has evolved from being subtle to strategic. Likes are currency, stories are reputation, and every post is performance. Combine that with cyberbullying, misinformation, and the relentless pace of content, and you’ve got a digital space that’s as overwhelming as it is addictive.

Yet, knowing how to use social platforms doesn’t mean knowing how to handle them. Digital literacy has surged, but digital emotional intelligence still needs nurturing.

Recognising the urgency of this shift, Nirvaan Birla, Founder of Birla Open Minds, shared, “We see it every day. The impact social media is having on the younger generation’s mental and emotional wellbeing is significant. That is why at Birla Open Minds, we have initiated sessions like ‘Likes vs. Life’ across our schools. These sessions are designed to help learners reflect on their relationship with social media, how it affects their confidence, their focus, and their sense of self. Our larger vision is to shape not just academically strong individuals but also emotionally resilient ones who can navigate the digital world with awareness and responsibility.”

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The idea isn’t to villainize social media. It’s to humanize its users. What the younger generation needs most isn’t just digital access, but digital awareness. The ability to pause. To question. To ask: Is this who I really am, or just who I’m trying to be online. Because beyond the reels, hashtags, and likes lies something far more important: life. And that should never be lived for an algorithm.

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Teaching Privilege: Why It Belongs in Every Classroom

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Why students must learn to recognise privilege in school—and how that awareness can build empathy, not guilt. (Representational AI Image)

Here’s the thing about privilege: most of us don’t even realise how it shapes our choices, our comfort zones and the opportunities we chase

I’ve been thinking about this for a while now, but it hit me harder during a recent conversation with a college student. One of the factors they had in mind while choosing their higher education institution was that most of the students there came from similar economic backgrounds. They felt uneasy at the thought of being in a space where others might be less privileged than them. And just like that, it became clear: even the discomfort of being around inequality is, in itself, a kind of privilege.

Here’s the thing: privilege wears many faces. Money, yes. But also caste. Gender. Language. Skin tone. Disability. Geography. And then there’s what Gen Z calls “pretty privilege”—the unspoken perks of fitting society’s standards of attractiveness. These aren’t abstract ideas. They play out every day—in who gets picked, who gets heard, who gets help without asking.

This isn’t about guilt. Guilt gets us nowhere. Awareness, though? That’s powerful. Students should be taught to recognise the invisible lifts they get. It’s not just that some kids have better shoes—it’s that they’ve never had to worry about having shoes. It’s not just about who studies in English-medium schools—it’s about who gets praised for speaking English at all.

Privilege doesn’t cancel out hard work. It explains the head start. And when students understand that, they become better humans. They stop seeing success as a solo act and start acknowledging the small privileges they enjoy. These can be supportive families, access to tutors, clean water, a safe route to school. Things so normal for some, they fade into the background. Afterall, acknowledgment is the first step to building empathy.

So where do schools come in? Right at the heart of it. Not with token assemblies or once-a-year poster competitions, but with consistent conversations. Through stories, books, theatre, debates—whatever gets them to look up from their own experience and into someone else’s. Not to feel bad, but to build perspective. And maybe, just maybe, to use their privilege to lift someone else.

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This isn’t about shaming anyone or turning life into a comparison game. It’s about empathy and responsibility. When students know they benefit from privilege, they can harness it to help others. They can mentor younger kids, fundraise for resources, or simply speak up when they see inequality in the classroom.

This isn’t a curriculum change. It’s a mindset shift. It’s the difference between raising achievers and raising citizens. If we teach kids to see both their own comfort and the struggles of others, we’ll nurture a generation that doesn’t just accept their advantages but shares them too.

If we want an education system that prepares students for the real world, then recognising privilege isn’t a side-topic. It’s foundational.

(This article is authored by Dhruv Chhabra, Lead-Content and Design at ScooNews and reflects the author’s personal beliefs and lived observations as an education journalist and storyteller. It is written with the hope that classrooms can become kinder, more aware spaces.)
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India Plans Unified Higher Education Regulator: What the HECI Bill Means

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India proposes HECI to subsume UGC/AICTE/NCTE, promising unified standards for higher education

India is on the verge of a major overhaul in how it governs higher education, with the government aiming to replace the University Grants Commission (UGC), All India Council for Technical Education (AICTE), and National Council for Teacher Education (NCTE) with the proposed Higher Education Commission of India (HECI). The move, aligned with the National Education Policy 2020, seeks to create a more efficient, autonomous, and accountable regulatory system.

Why Replace UGC, AICTE & NCTE?

The current structure—with multiple agencies overseeing different sectors—has long faced criticism for being fragmented and bureaucratic. Overlaps in jurisdiction, slow decision-making, and limited autonomy for institutions have prompted calls for reform. Committees like the Yash Pal and National Knowledge Commission have recommended a unified regulator to reduce red tape and improve coordination.

What HECI Will Look Like

According to the draft and Lok Sabha updates by Education Minister of State Sukanta Majumdar, HECI will have four independent verticals:

  1. Regulation (NHERC) – compliance and governance

  2. Accreditation (NAC) – quality assurance

  3. Grants (HEGC) – performance-based funding

  4. Academic Standards (GEC) – curriculum and learning outcomes

This “light but tight” approach aims to foster innovation and autonomy while maintaining integrity and transparency.

Potential Benefits

  • Streamlined oversight: Instead of navigating multiple authorities, institutions will liaise with one regulator.

  • Better resource allocation: Integrated funding vertical offers performance incentives, echoing models in the UK and Australia.

  • Unified standards: Accreditation and curriculum will be uniform, reducing interstate disparities.

  • Global alignment: Can enhance India’s appeal with international quality frameworks.

Risks & Concerns

  • Centralisation: Experts warn that vesting extensive power in one body may over-centralise control, risking academic freedom.

  • Loss of specialised oversight: Domain experts from UGC, AICTE, and NCTE may be diluted.

  • Bureaucratic inertia: Transition could bring its own delays and resistance from existing bodies.

  • Compliance complexity: Institutions may face confusion adapting to new norms and vertical structures.

Global Inspiration & Way Forward

Many countries offer models worth emulating: the UK’s Office for Students (OfS), Australia’s TEQSA, and the US’s accreditation agencies show that one-regulator systems can work—if they strike a balance between oversight and autonomy. The NEP framework supports this, but success hinges on a smooth transition, capacity building, and safeguarding academic freedom.

In short, HECI is more than an institutional reshuffle. It has the potential to redefine Indian higher education—if implemented thoughtfully. The challenge now lies in building consensus, streamlining regulatory roles, and ensuring this new body empowers institutions, not constrains them.

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This news has been sourced from various media outlets, with parts of it written and contextualised by the ScooNews editorial team.

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Over 4.7 Lakh Pirated NCERT Books Seized Since 2024, Govt Reports

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Over 4.7 lakh pirated NCERT books seized across India since 2024

More than 4.7 lakh counterfeit NCERT textbooks have been confiscated across India since 2024, the Ministry of Education revealed in the Rajya Sabha this week. The large-scale crackdown is part of NCERT’s renewed efforts to combat textbook piracy and safeguard access to authentic, affordable learning materials for students nationwide.

Responding to a written query in the Upper House, Minister of State for Education Jayant Chaudhary stated that textbook piracy has been rampant across multiple states, driven primarily by commercial interests of unauthorised entities. Between 2024 and 2025, over 4.71 lakh fake NCERT books were seized during enforcement operations.

In a series of raids across 29 locations suspected of producing or distributing counterfeit books, NCERT officials also uncovered stocks of fake watermarked paper and high-end printing equipment — collectively worth over ₹20 crore. These raids aimed not only to halt the illegal printing supply chain but also to reinforce the credibility of NCERT materials.

“NCERT textbooks are printed on a no-profit, no-loss basis to reach every child in the country,” Chaudhary reiterated in his reply.

To further stem the piracy tide, NCERT has taken several preventive steps, including reducing textbook prices by 20%, modernising printing methods, and making books more widely available through e-commerce platforms. These steps are aimed at reducing dependency on black-market sources by ensuring affordable and timely textbook access.

In collaboration with IIT Kanpur, NCERT also piloted a tech-based anti-piracy solution using a patented mechanism in one million copies of a Class 6 book. This innovation allows books to be tracked and authenticated, potentially creating a digital trail to curb piracy in the future.

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Student Suicides Account for 7.6% of All Cases in India: What the Govt Is Doing Next

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Multi-pronged measures were being rolled out to address the crisis, including psychological support for students, teachers, and families.

In a sobering update shared in the Lok Sabha, Union Minister of State for Education, Sukanta Majumdar, revealed that student suicides constituted 7.6% of all suicide cases reported in India in 2022. While marginally lower than the figures in 2021 (8.0%) and 2020 (8.2%), the data underlines an ongoing mental health crisis among the nation’s youth.

The statistics were drawn from the Accidental Deaths and Suicides in India (ADSI) report published by the National Crime Records Bureau (NCRB), as per the minister’s written response in Parliament.

Recognising the urgency of the matter, the Centre has ramped up efforts to address student mental health through a multi-pronged strategy. This includes psychological support not only for students but also for educators and families, aiming to create a more holistic safety net within the education system.

As reported by The Indian Express, Minister Majumdar highlighted the Ministry of Education’s Manodarpan initiative, which has reached lakhs of students across India through tele-counselling, webinars, and live interactions. Parallel efforts under the Ministry of Health and Family Welfare’s District Mental Health Programme (DMHP) now cover 767 districts, offering suicide prevention services and life skills training in schools and colleges.

Adding to this, the University Grants Commission (UGC) has issued advisories to higher education institutions urging them to prioritise student welfare, fitness, and emotional well-being. Institutions like IIT Madras, IIT Delhi, and IIT Guwahati have started conducting resilience-building and stress management workshops under the Malaviya Mission Teacher Training Programme.

Addressing addiction among youth, the Centre has also intensified anti-drug campaigns to accompany its mental health outreach.

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Separately, the Ministry of Education is in the process of drafting legislation to establish the Higher Education Commission of India (HECI), aiming to unify regulation under a single authority. The new body will replace existing agencies like the UGC, AICTE, and NCTE, aligning with the NEP 2020 vision of a “light but tight” governance framework that promotes autonomy, innovation, and accountability.

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CBSE Makes CCTV Cameras with Real-Time Audio-Visual Recording Mandatory in Schools

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All CBSE affiliate schools mandated to install audio-visual CCTV cameras for students' safety enhancement (Image- Pexels/AS Photography)

In a notification issued on Monday, to enhance student safety and ensure accountability on school campuses, the Central Board of Secondary Education (CBSE) has mandated the installation of high-resolution CCTV cameras with real-time audio-visual recording across all affiliated schools.

According to the notification, the board has amended its Affiliation Bye Laws-2018, requiring the installation of CCTV cameras at all critical points within school premises, including classrooms, corridors, libraries, staircases, and other key areas—excluding washrooms and toilets. The footage must have a minimum backup of 15 days and should be made available to authorities upon request.

This directive is part of CBSE’s broader commitment to ensuring students’ physical and emotional well-being. It aims to create safer learning environments by preventing bullying, intimidation, and other implicit threats. The move also aligns with the National Commission for Protection of Child Rights (NCPCR)’s ‘Manual on Safety and Security of Children in Schools’, released in 2021, which outlines safety protocols for creating secure and supportive school settings.

In the official circular, CBSE Secretary Himanshu Gupta stated, “Children have a constitutional right to live with dignity and access education in a safe and supportive environment. The safety has two aspects — from unscrupulous, un-societal elements and from implicit threats like bullying. All such threats can be addressed using modern surveillance technologies.”

The board noted that bullying significantly impacts student self-esteem and mental health. “Children require a healthy and nurturing environment to thrive. This decision is part of our effort to foster that environment,” the notification read.

While many private schools have welcomed the move, citing improved monitoring and security, several government school representatives expressed concern over the implementation. They highlighted the need to repair existing non-functional cameras before investing in new technology.

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As implementation begins, the directive reinforces CBSE’s stance on prioritising student safety through proactive and tech-enabled solutions.

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In Every Smile, a Victory – Sandhya Ukkalkar’s Journey with Jai Vakeel’s Autism Centre

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For Sandhya Ukkalkar, the path to becoming an educator in the field of special education was never just a professional decision — it was deeply personal. It began in the quiet, determined moments of motherhood, as she searched for a school that could truly understand her son’s unique needs. Diagnosed with Autism and Intellectual Disability, he required more than care — he needed acceptance, structure, and a nurturing environment.

In 1996, a compassionate doctor guided her to Jai Vakeel School. From the moment her son was enrolled, Sandhya witnessed a transformation that brought not only relief, but hope. Encouraged by the school’s doctor, she enrolled in a special education course, and by June 2000, she returned to the same institution — this time as a teacher. Over the years, she grew into the role of Principal of the Autism Centre at Jai Vakeel, dedicating her life to children who, like her son, simply needed to be seen, understood, and supported.

What sets the Autism Centre apart is not just its experience or legacy, but its guiding philosophy: a child-led, strengths-based approach that celebrates neurodiversity. Here, each learner follows an Individualised Education Plan (IEP), supported through small groups, one-on-one sessions, and methodologies that include Applied Behaviour Analysis (ABA), Sensory Integration, and Visual Supports. The goal isn’t to fit children into a mould but to honour their unique ways of engaging with the world.

Serving children aged 3 to 18, the centre focuses on early intervention, functional academics, and pre-vocational training — all grounded in a multisensory curriculum aligned with NCF and NCERT. For the 31 students with Autism and Intellectual Disability who currently attend, the emphasis lies on building communication and sensory skills that can translate into real-world independence.

Sandhya believes collaboration is the cornerstone of success. At the centre, therapists, educators, parents, and healthcare professionals work as a unified team. Over 75% of the children served come from low-income families, and many receive free or subsidised education and therapy through rural camps and outreach programs.

“These aren’t luxuries,” Sandhya insists, referring to tools like sensory rooms and assistive tech. “They’re essentials.”

And the results are deeply moving. Children who once struggled with attention now engage joyfully in sessions. Some who were non-verbal begin to use gestures, visuals, and eventually words. Others transition into mainstream schools. One student, now preparing for CA exams, once needed foundational classroom readiness support. These are not isolated cases — they are the product of consistent, individualised attention and belief.

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For Sandhya, the real victories come in the smallest moments: a child pointing to a picture to communicate, another who finally sits through a full session, or a parent whispering “thank you” with tears in their eyes. These everyday breakthroughs are everything.

Her personal experience as a parent gives Sandhya a unique lens. She understands the fears, hopes, and quiet triumphs families carry. That’s why parental involvement is not optional at the centre — it’s essential. Families regularly participate in progress meetings, classroom observations, and hands-on training. Home goals — practical and doable — are shared, and customised visual aids help ensure continuity beyond school hours. Emotional support is offered just as readily as academic strategies.

Still, the challenges are real. There is a pressing shortage of professionals trained in autism-specific interventions, especially for students with high support needs. Assistive communication tools are expensive and often out of reach. Space is limited, even as demand grows. Sandhya dreams of expanding — with dedicated sensory rooms, inclusive playgrounds, and classrooms designed for neurodivergent learners. “These help children feel safe, calm, and ready to learn,” she says.

Her vision for the future is clear: inclusion that goes beyond tokenism. She dreams of classrooms where neurodivergent children aren’t merely accommodated, but genuinely valued — where belonging is a given, not a gift. To get there, she believes we must build on three pillars: Mindset (a shift from awareness to true acceptance), Capacity (training educators, therapists, and families), and Belonging (where every child is emotionally safe and socially included).

As she looks ahead, Sandhya hopes to increase enrolment, offer structured training for parents and teachers, partner with inclusive schools for smooth transitions, and support students well into adulthood — through vocational training, community participation, and self-advocacy.

Her journey is a reminder that special education isn’t just about what children need — it’s about what they deserve.

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Because, as Sandhya says,
“In every smile, there’s a victory. And every child deserves to smile.”

Read the full story in our issue of Teacher Warriors 2025 here.

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CBSE Plans Two-Level Science and Maths in Classes 11–12 to Ease Pressure and Boost Flexibility

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CBSE plans two-level system for Science and Maths in Classes 11–12 to reduce stress and offer flexible learning, as part of NEP 2020 reforms

The Central Board of Secondary Education (CBSE) is considering the introduction of a two-level system for Science and Mathematics in Classes 11 and 12. The plan is aimed at offering students the flexibility to choose the difficulty level of STEM subjects based on their future academic or career aspirations.

As reported by India Today and originally learnt through The Sunday Express, the proposal is an extension of an existing model implemented in Classes 9 and 10. In Class 10 Mathematics, for instance, students currently choose between Basic and Standard versions during board exams—a move that has allowed students not pursuing Mathematics further to pass with confidence and reduced stress.

The upcoming shift aligns with the broader vision of the National Education Policy (NEP) 2020, which encourages flexible, multidisciplinary learning and student-centric academic pathways.

What the Two-Tier System Means

Under the proposed system, students eyeing careers in fields like engineering or medicine could opt for advanced-level Mathematics or Science, while those focused on the arts, commerce, or vocational pathways could select a standard or foundational version of these subjects.

This customisation acknowledges the diversity of learner needs and aims to reduce the one-size-fits-all pressure that has long characterised India’s board exam-driven system.

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Changes Ahead for Schools

If approved, the shift would require significant operational changes in schools—ranging from separate classes for the two levels to revised textbooks, updated assessments, and teacher training. CBSE is expected to issue detailed implementation guidelines after further consultation.

While still under consideration, this move marks a progressive step toward making STEM education more accessible, relevant, and aligned with students’ interests and life goals.

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Indian Army to Sponsor Education of 10-Year-Old Who Aided Troops During Operation Sindoor

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"I want to become a 'fauji' when I grow up. I want to serve the country," said 10-year-old Shvan Singh (Image- IANS)

In a heartwarming gesture of gratitude, the Indian Army has pledged to fully sponsor the education of 10-year-old Shvan Singh, a young boy from Punjab’s Ferozepur district who supported troops with food and water during the intense gunfire of Operation Sindoor.

During the cross-border conflict in early May, Shvan—then mistakenly reported as ‘Svarn’ Singh—fearlessly stepped up to help soldiers stationed near Tara Wali village, just 2 km from the international border. With lassi, tea, milk, and ice in hand, the Class 4 student made repeated trips, delivering supplies to the troops amid ongoing shelling and sniper fire.

Moved by his courage, the Golden Arrow Division of the Indian Army has now taken full responsibility for Shvan’s educational expenses. In a formal ceremony held at Ferozepur Cantonment, Lt Gen Manoj Kumar Katiyar, General Officer Commanding-in-Chief of the Western Command, felicitated the boy and applauded his spirit of service.

“I want to become a ‘fauji’ when I grow up. I want to serve the country,” Shvan had told media in May. His father added, “We are proud of him. Even the soldiers loved him.”

Shvan’s actions during Operation Sindoor—India’s strategic missile strike on nine terror camps across the border in retaliation to the Pahalgam attack—have now turned him into a symbol of quiet heroism and youthful patriotism.

In a world where headlines are often dominated by despair, Shvan’s story reminds us that bravery has no age—and that the seeds of service can bloom early.

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State Boards Empowered to Offer Skilling & Assessment Under New NCVET Model

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National Workshop Marks Major Step Towards Integrating Vocational Education in Schools (Image Source- PIB)

A national workshop was held on July 18, 2025, at Kaushal Bhawan, New Delhi. Organised jointly by the Ministry of Education (DoSE&L), the Ministry of Skill Development and Entrepreneurship (MSDE), and the National Council for Vocational Education and Training (NCVET), the event brought together more than 150 delegates, including senior officials from 24 State and Union Territory education boards.

The central aim of the workshop was to help State Boards apply for recognition as Dual Category Awarding Bodies under NCVET. This status enables boards to both conduct training and assess students in vocational courses aligned with the National Skills Qualification Framework (NSQF), particularly up to Level 4 — which includes critical entry-level skill training linked to employment.

The initiative is part of the government’s broader effort to implement the National Education Policy (NEP) 2020 and ensure vocational education is deeply integrated within the school system.

Officials from MSDE and NCVET emphasised that becoming a Dual Category Awarding Body places greater responsibility on State Boards — not just to conduct assessments, but to maintain quality standards in vocational pedagogy and learner outcomes.

A highlight of the workshop was a hands-on session where States received live technical support to complete their applications. As a result, all 24 participating States began their onboarding process, while six States — Goa, Maharashtra, Himachal Pradesh, Assam, Madhya Pradesh, and Nagaland — completed and submitted their applications. The Goa Board also shared its experience through a case study.

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