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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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Beyond the Numbers: Reading Between the Lines of UDISE+ 2024–25

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The UDISE+ 2024–25 report highlights progress in teachers, dropouts, and infrastructure, but deeper challenges in quality, access, and inclusion remain. (AI generated image for representational purposes)

The Ministry of Education’s latest Unified District Information System for Education Plus (UDISE+) 2024–25 report offers an important snapshot of India’s school education. The numbers reveal progress across teachers, enrolments, infrastructure, and gender representation. But as with any large-scale dataset, the fuller story emerges when these achievements are held against persistent challenges on the ground.

Key Improvements Highlighted in the Report

Teachers and Student Ratios

For the first time, India has crossed the one crore mark in the number of teachers. From 94.8 lakh in 2022–23 to over 1.01 crore in 2024–25, the increase represents a 6.7% rise within two years. The Pupil-Teacher Ratio (PTR) too has improved sharply, now standing at 10 for the foundational stage, 13 at the preparatory level, 17 in middle school, and 21 in secondary. All of these are comfortably better than NEP 2020’s recommendation of 30:1, suggesting children now have more access to individual attention.

Dropouts and Retention

Dropout rates have fallen across the board. At the preparatory stage, they are down to 2.3%; in middle school to 3.5%; and in secondary to 8.2%. Retention, meanwhile, has climbed, with 92.4% of students staying on through the preparatory stage, 82.8% at middle, and 47.2% at secondary—supported by the increase in schools offering higher grades.

Transition and Enrolment

More children are continuing their education without breaks. Transition from foundational to preparatory is up to 98.6%, and from middle to secondary to 86.6%. Gross Enrolment Ratio (GER) has also risen, with secondary education seeing an uptick from 66.5% to 68.5%.

Infrastructure Growth

Infrastructure remains a bright spot. Over 93% of schools now have electricity, 99% provide safe drinking water, and 97% are equipped with girls’ toilets. Computer access has grown to 64.7%, internet access to 63.5%, and more than half of schools now have ramps and handrails, improving accessibility.

Gender Representation

Representation of women in teaching has crossed 54%, and girls’ enrolment has edged up to 48.3%, showing slow but steady progress towards gender parity.

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Where the Numbers Need Context

While the report reflects genuine gains, the full picture requires a closer look at what these numbers mean in practice.

Teachers: Quantity vs Quality

Crossing the one-crore milestone is historic. Yet reports continue to highlight shortages in subject specialists and concerns about teacher training. A strong student-teacher ratio is valuable only if classrooms are led by well-prepared, motivated educators.

Dropouts: Regional Gaps Persist

The steady fall in dropout rates is promising, but averages mask uneven realities. States like Bihar still struggle with alarming dropout figures, particularly among girls and marginalised communities. National averages hide state-level realities.

Access Without Schools

It is encouraging to see single-teacher and zero-enrolment schools on the decline. However, the deeper problem isn’t just these schools but the absence of schools altogether in thousands of villages. Maharashtra alone has over 8,000 villages without schools. That’s not a statistic you’ll find in the UDISE+ summary, but it matters when we talk about access.

Digital Infrastructure: From Presence to Practice

Computer and internet access are on the rise, yet, other surveys suggest that many of these facilities remain underused, serving as placeholders for inspections rather than as tools for learning. Less than a quarter of India’s 1.47 million schools have smart classrooms. Digital literacy among students and teachers is patchy at best. So while infrastructure is expanding, its integration into actual pedagogy lags far behind.

Inclusion: Beyond Ramps

Ramps and handrails are a welcome start, but inclusion for children with disabilities requires much more. How many schools have accessible toilets, special educators, or learning aids for children with disabilities? And the bigger question: how many children with disabilities are actually enrolled and attending school regularly? Current data rarely tells us this.

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Gender: Representation Without Leadership

Girls’ enrolment is up slightly to 48.3%. Female teachers now account for 54.2% of the workforce. Encouraging signs, yes. But leadership remains a male stronghold. Across higher education, only about 9.5% of institutions in India are led by women. At the school level too, women remain underrepresented in principal and leadership roles. Representation in classrooms is improving; representation in decision-making is not.

Reading the Report Holistically

The UDISE+ 2024–25 findings point to a system that is steadily improving access, retention, and infrastructure. But progress cannot be measured in isolation. Numbers must be matched with quality, access must be inclusive, and representation must extend to leadership. A fuller picture of Indian education comes not from rose-tinted fragments but from an honest balance of achievements and unfinished work.

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Education with Purpose: Shaping Responsible Learners for a Better Tomorrow

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Education must go beyond grades. Shishir Jaipuria writes on skills, values, AI, NEP 2020, and teacher empowerment to shape responsible learners for tomorrow.

Education is the wellspring of civilization. It begets arts, culture, sciences, and polity to create a society oriented towards discovery and development. Through the ages, education has evolved to meet the needs of the times, and presently, it has reached an inflection point. The inexorable advancement of technology, abundance of information, pressing societal challenges and climate crisis have compelled educators to re-imagine education for the 21st century.

With the rapid prevalence of generative artificial intelligence, the question rightly being asked is: “What should we teach children when almost all answers can be readily had from AI?” The education of tomorrow would reward critical thinking over knowledge. That is what our focus and onus as educators should be. Children, being the digital natives, are more inclined to leverage the full potential of technology. It is up to us to help them realize and understand that AI should augment – not replace – HI (human intelligence). To think critically, to understand, to create and innovate should always be the preserve of humans. The ‘human-first, tech forward’ approach should become the cornerstone of education, going ahead. 

An equal focus has to be on building skills, values and attitudes to address the most pressing problems of the world today. The World Economic Forum’s Education 4.0 framework underscores the importance of nurturing global citizenship, environmental stewardship, growth mindset, adaptability, civic responsibility, socio-emotional awareness, empathy, and kindness. The challenge is to find ways to model these into learners’ personality, traits and behaviours. 

Re-designing curricula, taking learning beyond classrooms, and reforming assessments could be the answer. Marks and grades can only be one of the benchmarks of learning. Time has come for us to consider skill-based and value-based assessments to reflect a learner’s competence and character. Here, the National Education Policy 2020 – with its progressive vision – can be the guiding compass to steer us towards a more holistic and value-driven paradigm of learning.  Institutions should also harness technology to create personalized learning pathways to meet the unique needs of each student. 

None of this transformation would be possible without more empowered and enlightened teachers. Progressive institutions are already taking a lead in continuous professional development of their teachers and staff. On their part, teachers will have to be open to unlearn and relearn, upskill and reskill to stay abreast of the new pedagogies and technology. They should be adept in delivering personalized learning using data-driven insights and adapt to the new role of facilitators in an ecosystem where student agency is growing increasingly assertive. Schools must actively engage with parents and students to help them understand the need to look beyond grades. Parents must be informed of the changing jobs market and the importance of building durable skills. 

Reforms and initiatives are also required at the policy level to attract private capital into an education landscape where private schools are outnumbered by government schools but cater to about half of the total 24.8 crore school-going student population. The potential of public-private partnerships should also be explored to elevate the quality of education in government schools. Digital infrastructure across the nation has to be strengthened to make learning accessible to the last child in the remotest of places. Creation and dissemination of multi-lingual content will enhance inclusivity of learning in the new Bharat.   

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Today, the education fraternity, governments, and parents need to collaborate to facilitate this transition into Education 4.0. We need to re-envision education as a human development endeavor to create a sustainable future wherein prosperity goes hand-in-hand with people and the planet. Right intentions need to be followed with earnest action. The future will be India’s to claim. 

This article is authored by-

Shishir Jaipuria, Chairman, Seth Anandram Jaipuria Group of Educational Institutions

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Empathy as a 21st-Century Competency: Developing Emotional Intelligence among Students

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Explore how schools can nurture empathy from early childhood to young adulthood.

Within the conversation of future-ready education, empathy has moved from being characterized as a “soft” individual characteristic to being identified as an essential social and cognitive ability. Frameworks such as the OECD Learning Compass 2030, UNESCO’s Global Citizenship Education, and the World Economic Forum’s Future of Jobs Report put empathy at the forefront of skills required to succeed in an uncertain, interdependent world. 

From Emotion to Competence

Empathy is confused with sympathy, yet they are essentially different. Empathy is an active, cognitive, and affective process, the capacity to grasp another’s emotional situation, comprehend it in context, and react creatively. Neuroscientific research, for example, by Decety and Jackson (2004), illustrates that empathy engages both the limbic system, which controls emotional resonance, and the prefrontal cortex, which controls perspective-taking and rational reaction. Briefly put, empathy does not just mean “feeling with someone”, it means thinking with feeling, where intellect and emotion unite to shape behaviour and decision-making.

Early Childhood (Ages 3–6) – Seeds of Empathy

At the age of three to six years, children in early childhood start showing the beginning signs of empathy by what is termed as “emotional contagion” by psychologists. They tend to cry when others cry or smile when others smile due to the observed emotional state. By the time they are four or five years old, according to research conducted by Zahn-Waxler et al. (1992), children start showing other-oriented concern like sharing, comforting, or embracing a fellow child who looks distressed. Empathy at this age is still primarily affect-based; children sympathize with others but possess little ability to grasp intricate frames of mind. Teachers can cultivate these early roots of empathy through narrative, role-playing, and guided social-emotional education that offer the vocabulary and structure to make sense of emotions.

Middle Childhood (Ages 7–12) – Perspective-Taking Develops

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By middle childhood, around ages seven to twelve, empathy is increasingly cognitively complex. They start to understand that people might think and feel differently from themselves, an ability outlined in Selman’s stages of perspective-taking. Peer relationships are increasingly important at this stage, and children increasingly become sensitive to fairness, belonging, and group membership. According to research by Eisenberg et al. (2010), this is a critical window for the instruction of moral reasoning in addition to empathy. Cooperative learning activities, peer mediation programs, and community service offer children meaningful opportunities for empathy extension from intimate friendships to include strangers and even members of out-groups.

Adolescence (Ages 13–18) – Abstract and Global Empathy

An important stage in the development of empathy is adolescence, which lasts from the ages of thirteen to eighteen. Adolescents gain the ability to relate to abstract ideas such as global emergencies, injustice, and inequality. According to Blakemore’s (2018) neuroimaging research, adolescent brain regions involved in identity formation and social cognition are more active. However, hormonal changes and heightened self-awareness are also hallmarks of adolescence, which makes young people more reflective. Schools can assist in this area by offering intentional opportunities for teenagers to develop empathy, such as discussion forums that foster critical thinking, service-learning initiatives that are linked to current events, and cross-cultural interactions that extend their horizons. Adolescents can use these activities to channel their growing empathy into constructive civic engagement.

Young Adulthood (18+) – Empathy as Leadership Skill

Empathy matures during late adolescence and young adulthood as a skill that is intricately linked with emotional control, leadership, and ethical choice. Now, it transcends interpersonal interaction to become the hallmark of effective leadership. More employers are realizing this; a 2022 LinkedIn survey indicated that 78 percent of employers view emotional intelligence as equally or even more important than technical skills. Universities and workplaces increasingly require such competencies, and schools can prepare young adults through leadership programs, mentorship positions, and reflective practices that instil empathy in civic and professional life.

Beyond Awareness to Application

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While awareness of empathy is valuable, its real utility comes from practice. Schools need to inculcate empathy not only in coursework but in lived experience. Narrative immersion in literature, film, and even virtual reality allows students to step into other people’s shoes. Structured ethical discussions in dialogic classrooms offer the space for respectful disagreement and deeper understanding. Cross-age mentorship, where older students mentor younger ones, develops a sense of responsibility while strengthening bonds across age. Service-learning, when paired with structured reflection, develops empathy into action. Even cutting-edge tools that offer emotional analytics while working in a team can assist students in self-evaluating and managing their emotions, turning empathy into a mindful and deliberate process instead of an automatic reaction.

The 21st-Century Payoff

The dividend of developing empathy in education is significant. In a world of artificial intelligence, empathy is one differentiator that makes us uniquely human. The World Economic Forum (2025) identifies emotional intelligence, empathy, and collaboration as among the future workforce’s top ten skills. Students who can read emotional team dynamics, negotiate across cultures, and build authentic relationships are not just more hireable but indeed invaluable in a fast-paced professional landscape.

Empathy is not a mushy virtue but a developmental skill that develops systematically throughout childhood and adolescence. Schools that deliberately foster it are not just creating smarter students; they are raising wiser, kinder citizens who can lead with compassion and resilience. Empathy is a moral and practical necessity for 21st-century education, the bridge that unites emotional intelligence and the needs of an interconnected world.

(This article is authored by Dr. Silpi Sahoo, Chairperson, SAI International Education Group)

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Education

Math Meets Machine: How AI Is Revolutionising Classroom Learning

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AI is redefining Maths as a subject in our classrooms (Image Source- Pexels/Google DeepMind)

In a world where algorithms power everything from our social media feeds to self-driving cars, it’s no surprise that Artificial Intelligence (AI) is transforming one of the oldest pillars of education—math learning in the classroom. Once confined to textbooks and chalkboards, math instruction is now getting a high-tech upgrade, ushering in a new era of personalised, engaging, and data-driven learning.

Cracking the Code: Why Math Needs a Makeover?

Let’s face the fact that many students see math as abstract, intimidating, or just plain boring. Traditional classroom approaches often take a one-size-fits-all route, leaving behind both the struggling learner and the gifted problem-solver. This is where AI steps in, not to replace the teacher, but to empower them with tools that adapt to each student’s pace, gaps, and style.

Enter AI: The Digital Math Mentor

Imagine a classroom where a student struggling with fractions gets instant, visual explanations tailored to their exact misunderstanding. At the same time, another who excels in geometry is offered advanced challenges to stretch their thinking. AI platforms are doing just that. They use real-time data to analyse student responses, detect patterns of error, and provide feedback that feels like one-on-one tutoring.

Far from replacing educators, AI acts as a powerful teaching assistant. Teachers can use AI dashboards to spot who needs extra help, where the class is lagging, or what concepts need reteaching without spending hours on manual assessments. This frees up more time for creativity, collaboration, and real-life math applications that bring numbers to life.

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AI also allows classrooms to become more inclusive and equitable. Language barriers? AI can offer multilingual support. Visual learners? Dynamic simulations and interactive tools adapt seamlessly. Students with special needs? Personalized pacing ensures no one falls through the cracks.

What’s Next? The Future of Math + AI

As AI grows more sophisticated, so does its potential in math classrooms. Think AI-generated practice problems based on local news, gamified learning paths that turn algebra into an adventure, or virtual tutors available 24/7 for homework help.

But with great power comes great responsibility. Educators, parents, and developers must ensure that AI tools remain ethical, transparent, and supportive, not controlling or biased.

Math education is no longer just about memorising formulas or solving problems on paper. In the AI-powered classroom, it’s about curiosity, connection, and confidence. With the right blend of technology and teaching, we’re not just raising better mathematicians but combining critical thinking with the subject for a world powered by data and driven by ideas.

This article is authored by- 

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Ranjith P C, Head Curriculum Excellence, TVS Education

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Education

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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Education

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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