Education
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’.
Published
5 years agoon

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!
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.
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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Education
Education Ministry Launches National Drive for Healthier, Safer Schools
Published
1 day agoon
June 3, 2025
The Department of School Education & Literacy (DoSEL), Ministry of Education, observed World No Tobacco Day on 31st May 2025 with a national workshop held at Rang Bhawan, Akashvani Bhawan. Inaugurated by Sanjay Kumar, Secretary, DoSEL, the event convened key stakeholders from the Ministries of Health, Home Affairs, NCERT, CBSE, UNODC, and State representatives, alongside students, civil society members, and domain experts.
During the workshop, Kumar launched the Nationwide School Challenge on Tobacco Awareness on the MyGov platform, set to begin on 10th June 2025. Aimed at student engagement, the initiative encourages schools across India to lead awareness campaigns. Participants also took the No-Tobacco Pledge, underscoring the shared responsibility of educators and communities in protecting students from tobacco exposure.
Kumar highlighted the alarming influence of tobacco advertising on youth and emphasised the importance of proactive involvement from School Management Committees (SMCs), parents, and local bodies to create tobacco-free campuses. Additional Secretary Anandrao V. Patil reinforced this message in his keynote, focusing on student health, well-being, and preventive education.
Other key speakers included CBSE Chairperson Rahul Singh, who spoke on the integration of health and wellness modules in schools, and Economic Advisor A. Srija, who stressed inter-sectoral collaboration for effective implementation of Tobacco-Free Educational Institutions (ToFEI) Guidelines.
Technical sessions covered mental health (Manodarpan), life skills education (Navchetna), the School Health Programme, and digital monitoring of ToFEI compliance. Experts from NCERT, CBSE, UNODC, and the Ministry of Health & Family Welfare contributed insights on embedding wellness in school ecosystems.
State nodal officers from Chandigarh, Maharashtra, Andhra Pradesh, and Puducherry presented best practices—from dental health drives to creative student engagement tools like comics and animation. Efforts to contextualise ToFEI manuals in regional languages were also shared.
The workshop concluded with a call for consistent monitoring, awareness campaigns, and holistic health education to build tobacco-free, safe learning environments.
Education
Government School Enrolment Drops Across States, Centre Flags ‘Disturbing Trend’
Published
2 days agoon
June 2, 2025
A recent report by The Indian Express reveals a worrisome shift in India’s school enrolment patterns—more students are opting for private institutions, even in states with a robust network of government schools. During meetings held by the Ministry of Education with state officials in March–April 2025 to discuss projects under the Samagra Shiksha scheme, the Centre flagged this as a “disturbing trend.”
In states like Andhra Pradesh, Telangana, and Uttarakhand, the enrolment in unaided private schools has consistently risen despite government schools forming the majority in number. For instance, in Andhra Pradesh, 73% of schools are government-run, yet they account for just 46% of total student enrolment. Similarly, Telangana’s government schools form 70% of total schools but educate only 38% of students, compared to nearly 61% in private schools.
This trend isn’t isolated. Tamil Nadu, Kerala, Maharashtra, and several northeastern states have also reported declining numbers in government school enrolment. The Union Ministry has urged states to reverse this decline, citing the need for introspection and reform. In Tamil Nadu, for example, government schools make up 64% of the total but serve just 37% of the student population.
Interestingly, some states have responded by conducting Aadhaar-based “data cleansing” to explain the drops. Still, the Centre believes deeper, systemic issues—such as rising aspirations and perceptions of quality—are driving families towards private schooling.
The concern goes beyond statistics. According to UDISE+ 2023–24 data, 36% of total school enrolment in India (over 9 crore students) is now in private schools. In 2022–23, it was 33%. Pre-pandemic figures already indicated this steady rise.
Where Do Government Schools Go From Here?
The falling trust in government schools paints a grim picture—especially when education budgets face cuts and systemic reform remains slow. However, all is not lost. States like Madhya Pradesh are setting examples through initiatives like the CM Rise Schools, which aim to rejuvenate public education with upgraded infrastructure, teacher training, and modern pedagogy.
But such success stories remain scattered. Without strong policy backing, increased funding, and public support, the future of government schooling appears uncertain. In an era of aggressive privatisation—be it formal schooling or the booming coaching industry—government schools risk being sidelined unless urgently revitalised.
Why must they survive? Because they remain the only accessible option for millions, especially in rural and marginalised communities. They are not just institutions—they’re vehicles of social equity, offering a shot at mobility to those who may otherwise be left behind.
Education
Over 10,000 Unrecognised Schools in Bihar, Jharkhand: Education Ministry Flags Violation of RTE Act
Published
2 days agoon
June 2, 2025
In a startling revelation, the Ministry of Education has flagged that over 10,000 unrecognised schools are operating in Bihar and Jharkhand, enrolling more than 1.6 million students and employing over 88,000 teachers—despite being in violation of the Right to Education (RTE) Act, 2009.
Jharkhand has the highest number of unrecognised schools in India, with 5,879 such institutions enrolling over 8.3 lakh students and staffed by more than 46,000 teachers. Bihar follows with 4,915 unrecognised schools, catering to over 7.7 lakh students and 42,000 teachers.
These figures emerged during the 2025-26 Project Approval Board (PAB) meetings under the Samagra Shiksha scheme, held earlier this year. The Ministry stated that the existence of these schools goes against Section 19 of the RTE Act, which mandates that all pre-existing schools meet prescribed norms within three years of the Act’s implementation. Failure to comply should lead to withdrawal of recognition and closure of the institutions.
The Ministry has directed both states to take appropriate action, either by recognising these schools through proper channels or by ensuring their closure in accordance with legal norms. Notably, Jharkhand’s education department has formed district-level recognition committees and claims that many of these schools began operations before the RTE Act came into effect.
Additionally, the Ministry raised concerns over discrepancies in data regarding Out-of-School Children (OoSC). For 2023–24, Jharkhand reported 37,409 OoSC on the PRABANDH portal, whereas the NSSO survey for 2022–23 recorded 1,07,639 ‘never enrolled’ children aged 6–14. In Bihar, the contrast was even more stark: 33,285 OoSC on PRABANDH versus 6.27 lakh ‘never enrolled’ according to NSSO.
To address this gap, the Ministry has advised strict data monitoring and called for special enrolment drives, with full support from School Management Committees (SMCs), to bring every child back into the education system.
Education
PadhAI Conclave Highlights Urgent Role of Artificial Intelligence in Indian Education
Published
6 days agoon
May 29, 2025
Union Education Minister Dharmendra Pradhan delivered the valedictory address at the PadhAI: Conclave on AI in Education, held in New Delhi and organised by the Centre of Policy Research and Governance (CPRG). The two-day conclave brought together senior policymakers, educationists, and technology experts to discuss the growing role of artificial intelligence in reshaping India’s education landscape.
In his address, Pradhan emphasised that artificial intelligence is not merely a technological tool, but a transformative force and a catalyst for innovation in education. “AI is a bridge between empathy and technology,” he said, underlining the need for India’s human intelligence to take the lead in the global AI revolution.
The Minister highlighted several initiatives undertaken by the government to promote AI in education, including the establishment of Centres of Excellence in AI and plans to promote AI integration in Indian languages. He stressed that leveraging AI to foster critical thinking in classrooms was no longer optional but essential, marking a transition from “chalkboards to chipsets.”
He also called upon academicians and technologists to collaborate on policy suggestions that would enable India to responsibly and effectively integrate AI in school and higher education systems.
The conclave featured a series of panel discussions and keynote addresses exploring how AI is transforming classroom teaching, expanding learning beyond the four walls, and the structural challenges that need to be addressed for effective implementation.
Notable speakers included Jitin Prasada, Minister of State for Commerce & Industry and Electronics & IT; Ashish Sood, Minister for Education and Higher Education, Delhi; Vineet Joshi, Secretary, Department of Higher Education and Chairperson, UGC; Abhishek Singh, CEO, IndiaAI Mission; Pankaj Arora, Chairperson, NCTE; Anil Sahasrabudhe, Chairman, NETF; Yogesh Singh, Vice Chancellor, University of Delhi; Sanjeev Bikhchandani, Co-founder, Info Edge; and Rashmi Das, Chairperson, Higashi Autism School.
The event concluded with a call for increased collaboration between the public and private sectors to harness AI for inclusive and accessible education.
Education
University of Liverpool to Open First International Campus in Bengaluru by 2026
Published
1 week agoon
May 28, 2025
In a significant development for India’s higher education sector, the University of Liverpool—one of the United Kingdom’s most prestigious academic institutions and a member of the Russell Group—has announced plans to establish its first international campus in Bengaluru. The university aims to commence operations by 2026.
This marks the first time a Russell Group university, often likened to the Ivy League for UK higher education, will set up a physical campus in India. Known for its world-class research and academic rigour, the University of Liverpool was founded in 1881 and has produced nine Nobel laureates. Its entry into the Indian education landscape is expected to bolster the globalisation of Indian higher education and widen access to top-tier international programmes.
Initially, the Bengaluru campus will offer undergraduate and postgraduate courses in Business Management, Accounting and Finance, Computer Science, Biomedical Sciences, and Game Design—making it the first UK university to offer these programmes from within India. The range of disciplines is expected to expand over time.
Karnataka Chief Minister Siddaramaiah hailed the development as a “landmark moment” in the state’s educational journey. “For many years, our brightest minds left the country to study abroad. Today, a top global university is choosing to come here,” he said, adding that the government would ensure full support through policy and infrastructure.
In a move to bridge industry and academia, the university also signed an MoU with Bengaluru-based IT major Wipro to collaborate on research, innovation, and skill-building programmes.
Education
Curriculum Controversy at Delhi University: Academic Voices Clash Over Syllabus Overhaul
Published
1 week agoon
May 27, 2025
Delhi University’s Executive Council (EC) has approved sweeping curriculum revisions that have sparked sharp protests from faculty members, igniting a fresh debate over academic freedom, ideological influence, and the future of higher education in India. The changes, ratified during the EC’s 1,275th meeting, affect multiple departments including Psychology, Sociology, and English, and introduce new programmes in journalism and nuclear medicine.
Among the most contentious shifts is the removal of conflict-based case studies from the Psychology of Peace paper. Case references to Kashmir, Palestine, India-Pakistan relations, and the Northeast have been replaced with conflict-resolution examples drawn from Indian epics like the Mahabharata and Bhagavad Gita. Similarly, a Sociology paper has dropped foundational thinkers like Karl Marx and Thomas Robert Malthus, along with key sections such as the Sociology of Food and the critical lens on the Sociology of Law.
Faculty members are sounding the alarm. As per a story in Business Standard, EC member and Associate Professor at Kirori Mal College, Rudrashish Chakraborty, called the changes “a complete disregard for disciplinary expertise” and warned they could severely damage DU’s global academic standing.
At the heart of the backlash is a deeper concern about ideological overreach in curriculum design. Critics say the move replaces rigorous, research-based frameworks with selectively religious narratives, undermining the pluralism that once defined Indian academia.
Why These Topics Were in the Curriculum in the First Place
Incorporating geopolitical issues like Kashmir and Palestine in social science syllabi wasn’t about courting controversy—it was about helping students understand conflict, diplomacy, and peace-building through lived realities. Scholars like Marx and Malthus, often labelled as ideologues, contributed frameworks that shaped global discourse on inequality, population, labour, and social justice. To erase them from academic memory is not just selective—it’s intellectually dishonest.
Their inclusion wasn’t about promoting one ideology over another but about exposing students to a spectrum of thought. If academic institutions stop encouraging intellectual plurality, they risk becoming echo chambers that simply mirror prevailing politics.
What Could Have Been Done Differently
If the aim was truly to Indianise or decolonise the curriculum—as has been cited in many recent reforms—it could have been done with scholarly rigour. Including Indian thinkers alongside global ones, offering critical engagement rather than replacement, and developing interdisciplinary modules that draw on Indian social realities would have strengthened rather than diluted the curriculum.
A meaningful curriculum reform should be inclusive, consultative, and pedagogically sound. Instead, these changes appear abrupt and top-down, with several faculty members alleging they were not adequately consulted. As one member remarked, “Modernisation cannot come at the cost of academic autonomy.”
The counter to a whitewashed curriculum should not be to do the exact opposite. Figures like Karl Marx are not just ideologists; their legacies extend beyond nation-states. They presented global ideas that remain relevant to Indian society, especially in an age grappling with inequality and labour rights.
And religion—while an important part of many societies—must never dominate education policy. When one faith is elevated in academic materials meant for students of all backgrounds, it chips away at the secular fabric of our democracy.
Replacing complex geopolitical issues with religious scripture is not only pedagogically flawed—it’s, frankly, a dangerous precedent.
New Programmes and Policy Decisions
Beyond the curriculum overhaul, DU has also announced the launch of a two-year M.A. in Journalism in both Hindi and English, and a BSc in Nuclear Medicine Technology, to be offered at the Army Hospital (R&R) for Armed Forces Medical Services personnel. The EC also introduced a new policy for determining teacher seniority, with age taking precedence over API scores when qualifications are equal.
A committee has been constituted to assess the implications of a DoPT circular mandating periodic review of employees aged 50 and above—raising concerns about forced retirement policies within the university system.
As the NEP rollout moves ahead, universities like DU need to walk the path wisely. Reforms should fuel learning, not push a story. Education isn’t meant to box students into ideologies—it’s meant to open minds, spark debate, and shape citizens who can think for themselves. Our classrooms should dig deeper, not go narrow. We can’t afford to swap knowledge for one-sided thinking.
Education
CBSE Directs Schools to Map Mother Tongues, Pushes for Multilingual Classrooms in Foundational Years
Published
1 week agoon
May 26, 2025
In a significant step towards multilingual education, the Central Board of Secondary Education (CBSE) has issued a directive asking all affiliated schools to begin mapping the mother tongues of students from pre-primary to Class 5. The move aligns with the National Education Policy (NEP) 2020 and the National Curriculum Framework for School Education (NCFSE) 2023, both of which advocate for the use of the child’s home language in early education.
In a circular dated May 22, CBSE encouraged schools to adopt the child’s mother tongue—or a familiar regional language referred to as R1—as the medium of instruction, particularly from pre-primary to Class 2. From Classes 3 to 5, students may either continue with R1 or be introduced to a second language (R2) for instruction.
While CBSE has previously recommended the use of mother tongue in classrooms, this circular signals a stronger push, potentially paving the way for it to become compulsory in the future. The Board has advised schools to start aligning their academic content with this change by the end of the summer break, although a flexible timeline has been offered.
The rationale behind this shift is grounded in research: young children grasp concepts better when taught in the language they speak at home. With NEP and NCFSE both promoting concept-based, multilingual learning, CBSE’s decision aims to make foundational education more accessible and meaningful.
To support this transition, schools are required to form NCF implementation committees by the end of May. These teams will oversee language mapping, adapt teaching materials, and coordinate teacher training for multilingual education. Starting in July, schools must also submit monthly progress reports, and academic observers may visit institutions to offer feedback and support.
NCERT has already made textbooks for Classes 1 and 2 available in 22 Indian languages, with higher-grade translations underway. The aim is clear—bring the school closer to the home, linguistically and emotionally, for India’s youngest learners.
Education
Ministry of Education Launches Month-Long Nationwide Drive to Make Schools and Colleges Tobacco-Free
Published
1 week agoon
May 26, 2025
In a decisive step to protect students from the dangers of tobacco and substance abuse, the Ministry of Education has launched a nationwide enforcement campaign urging all States and Union Territories to make educational institutions completely tobacco- and substance-free zones. The announcement follows the 8th Apex Committee meeting of the Narco-Coordination Centre (NCORD), chaired by the Ministry of Home Affairs, which highlighted the urgent need to safeguard India’s youth.
The Department of School Education and Literacy (DoSEL), through Secretary Sanjay Kumar, has called for strict implementation of the Tobacco-Free Educational Institutions (ToFEI) guidelines. This month-long enforcement drive will begin on May 31, 2025—World No Tobacco Day—and continue until June 26, 2025, which marks the International Day Against Drug Abuse and Illicit Trafficking.
The move comes at a time when rising tobacco use among adolescents has become a growing concern. According to the Global Youth Tobacco Survey (GYTS-2), 2019, over 8.5% of Indian students aged 13–15 use tobacco in some form, and shockingly, 5,500 children in India start using tobacco every day. Studies have shown that tobacco is often a gateway to more dangerous forms of substance abuse, and its easy availability around schools further adds to the challenge.
To combat this, the ToFEI guidelines mandate a comprehensive nine-point action plan for schools and colleges, which includes the display of signage, awareness campaigns, inclusion of tobacco policies in the school code of conduct, and nominating tobacco monitors. However, two key activities that demand immediate support from local authorities are:
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Marking a yellow line 100 yards around all educational institutions to designate them as tobacco-free zones.
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Ensuring no tobacco sales within that 100-yard radius, in line with Section 6(b) of the Cigarettes and Other Tobacco Products Act (COTPA), 2003.
Local enforcement agencies have been urged to work with school authorities to implement these measures on the ground. A previous advisory from the Ministry of Home Affairs in November 2024 had already reinforced the need for strict action on these fronts.
The Ministry has also appealed for the involvement of teachers, parents, and School Management Committees (SMCs) in creating safer environments for students. Schools are encouraged to report any violations to the local police and help enforce the guidelines without fear of repercussions. States have been advised to develop a Standard Operating Procedure (SOP) to facilitate this process.
To raise awareness, the Ministry has launched the ‘World No Tobacco Day Awareness Quiz – 2025’ on the MyGov platform. Open from May 22 to July 21, the quiz is aimed at students, educators, and the general public to educate them about the dangers of tobacco in an engaging and informative way.
Link: https://quiz.mygov.in/quiz/world-no-tobacco-day-awareness-quiz/
As India strives to harness its youthful demographic for a healthier and brighter future, the Ministry’s campaign is a call to action—urging all stakeholders to come together and make educational spaces truly safe, healthy, and drug-free.
Education
Banu Mushtaq’s International Booker Win Is a Wake-Up Call for Indian Schools to Reclaim Literature
Published
2 weeks agoon
May 22, 2025
When Banu Mushtaq became the first Kannada author to win the prestigious International Booker Prize for her short story collection Heart Lamp, she didn’t just make literary history—she reignited a conversation about the role of literature in shaping society, and the way schools can nurture future writers not just as hobbyists, but as cultural forces.
Mushtaq, along with translator Deepa Bhasthi, was honoured for Heart Lamp, a collection of stories chronicling the lives of Muslim women in Karnataka across three decades. The stories are rooted in resistance, critique of religious and patriarchal structures, and everyday courage. The recognition was not just for the literary craft, but for the emotional and moral clarity the stories offer—a kind of truth that is rarely rewarded in global spaces. But the International Booker did just that.
And yet, how many students in Indian classrooms today know what the Booker Prize even is? While the Grammys, Oscars and even YouTube Play Buttons are common cultural currency among young people, literary awards often pass under the radar. This needs to change.
The International Booker Prize is one of the most prestigious literary honours in the world, recognising the finest works of fiction translated into English. It opens up space for voices that often remain local to reach a global stage. For students in India, this is an opportunity to understand that writing, especially in regional languages, is not a dead-end path. Yes, it may not offer the instant gratification of a viral video or influencer deal—but as Mushtaq’s life proves, it can shape public discourse, win global accolades, and leave behind a legacy that matters.
For educators, this is a teaching moment. Banu Mushtaq’s story is as much about literary merit as it is about resilience. She wrote in Kannada, a language she adopted over her native Urdu. She survived deep personal trauma, including a suicide attempt, and faced social backlash for her activism. She was a councillor, a journalist, and a lifelong advocate for women’s rights. These are the kinds of role models classrooms should be spotlighting—especially for young girls who need to see that stories, quite literally, can change lives.
Heart Lamp may not be appropriate for every age group, but its themes—identity, voice, justice—can be introduced in many ways. Schools should consider book discussions, literary circles, or even creative writing prompts inspired by such works to encourage students to find their voice, in whatever language or form it may come.
This win is also a reminder that educators need to broaden the definition of success they present to students. STEM, coding, and commerce continue to dominate career conversations, but it’s equally crucial to show that the arts—especially literature—have their own path to impact and influence. We hope for a time when young writers are not asked “what else do you do?” but are valued for what their words bring to the world.
Banu Mushtaq’s Booker Prize win is not just an individual triumph—it’s a collective opportunity. For schools, for students, and for all of us who believe that a powerful story can change minds, communities, and someday, the world.
Education
Kerala Reimagines Schooling: Social Awareness Over Syllabi in Bold New Reforms
Published
2 weeks agoon
May 22, 2025
Kerala’s Department of Public Education is steering its schools in a direction few others in the country have ventured. With a growing emphasis on emotional well-being, civic sense, and digital discipline, the state has announced a series of reforms that aim to reframe the purpose and process of schooling in the 2025–26 academic year.
The most striking of these changes is the introduction of a two-week social awareness programme at the beginning of the school year for students from Classes 1 to 10, starting June 2. Higher secondary students will take part in a shorter version of the initiative from July 18. In this period, traditional textbooks will be set aside in favour of sessions that explore topics like drug abuse prevention, responsible social behaviour, emotional regulation, hygiene, gender sensitivity, and legal awareness.
The programme was designed in consultation with experts from the Police Department, Social Justice Ministry, Child Rights Commission, SCERT, and others, ensuring that content is both relevant and age-appropriate. Arts and sports will also be given space during this period, further promoting a holistic approach to education.
In addition to curriculum shifts, the department has issued a directive asking teachers not to create or share reels and videos on social media platforms during school hours. This move comes in light of growing concerns about distractions and the professional image of educators in the digital age.
These reforms reflect a deeper philosophical shift. Education Minister V Sivankutty’s vision seems to be one where schooling is not only about academic advancement but also about nurturing responsible, resilient individuals. While some critics may question the timing or implementation capacity of these reforms, the global education landscape suggests Kerala may be on the right track. Countries like Finland and New Zealand have already incorporated social-emotional learning and life skills into their core curricula, recognising that academic performance alone does not prepare students for an unpredictable world.
Are these reforms necessary? Given rising cases of student stress, substance abuse, and digital addiction, the answer may well be yes. By introducing these changes early in the academic calendar, Kerala is making a case for front-loading empathy, awareness, and life-readiness—concepts that are increasingly critical but often delayed in traditional schooling.
Whether this is a bold experiment or the beginning of a national shift remains to be seen. But there’s little doubt that other states will be watching closely.
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